成人转化学习的触发条件与过程模型研究
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摘要
转化学习是成人学习的重要方式之一,近年来在成人教育领域中备受关注。然而,成人的大量生活事件和生活经历并没有演变为转化学习,错失了难得的学习机会。文章利用文献研究、逻辑分析等方法,对转化学习的内部触发条件如求知欲、生活经验、批判性反思等以及外部触发条件如家庭环境、学习型组织、成人教育者等进行了深入探讨。基于三种经典转化学习理论的系统分析,梳理出转化学习的共同过程要素:触发事件、质疑、批判性反思、理性对话、改变,并通过对15名具有转化学习经历的成人进行深度访谈,尝试性地构建了成人转化学习的过程模型。最后,从成人学习者、成人教育者、家庭以及学习型组织等方面提出了促进成人转化学习的若干策略,以期更好地指导成人转化学习和成人教育实践。
Transformation learning is one of the significant ways for adults to learn, which has attracted much attention in the field of adult education in recent years. However, many life events and experiences which are considered precious learning opportunities,have not evolved into transformation learning. With the literature research and logical analysis, this thesis probes into the trigger conditions of transformation learning from both internal and external dimensions. Interior conditions include intellectual curiosity, life experiences and critical reflection; exterior conditions cover family environment, learning organization, educators of adult. Based on the systematic analysis of three classical transformation learning theories, the common process elements of transformation learning are teased out: triggering events, challenge, critical reflection, rational conversations, transformation. And through in-depth interviews among 15 adults with transformation learning experience, a trigger model of Adult Transformation Learning has been constructed tentatively. Ultimately, some strategies are proposed to promote adult transformation learning from views of adult learners, educators of adult, family and learning organization, so as to guide adult transformation learning and adult education practice better.
Transformation learning is one of the significant ways for adults to learn, which has attracted much attention in the field of adult education in recent years. However, many life events and experiences which are considered precious learning opportunities,have not evolved into transformation learning. With the literature research and logical analysis, this thesis probes into the trigger conditions of transformation learning from both internal and external dimensions. Interior conditions include intellectual curiosity, life experiences and critical reflection; exterior conditions cover family environment, learning organization, educators of adult. Based on the systematic analysis of three classical transformation learning theories, the common process elements of transformation learning are teased out: triggering events, challenge, critical reflection, rational conversations, transformation. And through in-depth interviews among 15 adults with transformation learning experience, a trigger model of Adult Transformation Learning has been constructed tentatively. Ultimately, some strategies are proposed to promote adult transformation learning from views of adult learners, educators of adult, family and learning organization, so as to guide adult transformation learning and adult education practice better.
引文
[1][6]徐君,邱雪梅.成人转化学习理论述评[J].教育发展研究,2010,(21):20-23.
[2]陈红敏,赵雷,伍新春.生活事件对情感和行为的影响:理论比较与启示[J].心理科学进展,2014,22(03):492-501.
[3]陈建梅,周雪莹,艾明,牛亚娟,费立鹏,况利.大学生自杀意念与负性生活事件的相关性[J].重庆医学,2017,46(30):4226-4228.
[4]宋广文,刘凤娟.转化学习理论与实践的意义探讨[J].全球教育展望,2014,43(01):23-32.
[5][巴西]保罗·弗莱雷.被压迫者教育学[M].顾建新,等译.上海:华东师范大学出版社,2001:31.
[7]黄昱富.青年海外服务对国际认知之影响——以转化学习理论为基础[D].台中:南台科技大学,2009:19,77.
[8]刘奉越,陈醒.基于成人质变学习的成人教师角色转变[J].中国成人教育,2014,(17):7-9.
[9]贾凡.成人精神世界中的转化学习研究——基于生活故事的个案解读[D].上海:华东师范大学,2010:24-25,236.
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[14][美]彼得·圣吉.第五项修炼[M].郭进隆译.上海:上海三联书店出版社,1998:7-11.
[15][17]魏静.成人质变学习理论述评[J].全球教育展望,2006,(12):66-69.
[16][22]刘晓玲.国外成人转化学习理论发展的比较研究[J].教育学术月刊,2015,(4):28-32.
[18]贾凡.转化学习的基本理论探究及启示[J].河北师范大学学报(教育科学版),2010,12(3):74-79.
[19]刘凤娟.从混沌走向澄明:—位盲人教师的转化学习研究[D].山东:曲阜师范大学,2011:9.
[20]Mezirow Jetal.Learning as Transformation:Critical Perspectives on a Theory in Progress[M].San Francisco:Jossey-Bass,2000:22.
[21]蒋华,李盛聪.转化学习理论及其对我国成人远程教育的启示[J].电化教育研究,2011,(12):47-52.
[23]张伟,刘征.质变学习理论基础、建构及对成人教育的启示[J].中国成人教育,2016,(16):16-18.
[24]夏海鹰.成人学习心理研究[M].北京:人民出版社,2014:88.
[25]施良方.教育学文集·国际教育展望[M].北京:人民教育出版社,1993:86.
[26]崔铭香,陈海英.论成人转化学习中的对话精神[J].职教论坛,2014,(9):38.
[2]陈红敏,赵雷,伍新春.生活事件对情感和行为的影响:理论比较与启示[J].心理科学进展,2014,22(03):492-501.
[3]陈建梅,周雪莹,艾明,牛亚娟,费立鹏,况利.大学生自杀意念与负性生活事件的相关性[J].重庆医学,2017,46(30):4226-4228.
[4]宋广文,刘凤娟.转化学习理论与实践的意义探讨[J].全球教育展望,2014,43(01):23-32.
[5][巴西]保罗·弗莱雷.被压迫者教育学[M].顾建新,等译.上海:华东师范大学出版社,2001:31.
[7]黄昱富.青年海外服务对国际认知之影响——以转化学习理论为基础[D].台中:南台科技大学,2009:19,77.
[8]刘奉越,陈醒.基于成人质变学习的成人教师角色转变[J].中国成人教育,2014,(17):7-9.
[9]贾凡.成人精神世界中的转化学习研究——基于生活故事的个案解读[D].上海:华东师范大学,2010:24-25,236.
[10][俄]乌申斯基.乌申斯基教育文选(外国教育名著丛书)[M].北京:人民教育出版社,2007.
[11]叶忠海.论成人学习活动的心理特征[J].江苏高教,1985,(3):76-81.
[12][美]马尔科姆·S·诺尔斯.成人学习者[M].拱自力等译.北京:北京师范大学出版社,2016:34.
[13][加]Patricia Cranton.了解与促进转化学习——成人教育者指南[M].李素卿译.五南图书出版公司,1996:104
[14][美]彼得·圣吉.第五项修炼[M].郭进隆译.上海:上海三联书店出版社,1998:7-11.
[15][17]魏静.成人质变学习理论述评[J].全球教育展望,2006,(12):66-69.
[16][22]刘晓玲.国外成人转化学习理论发展的比较研究[J].教育学术月刊,2015,(4):28-32.
[18]贾凡.转化学习的基本理论探究及启示[J].河北师范大学学报(教育科学版),2010,12(3):74-79.
[19]刘凤娟.从混沌走向澄明:—位盲人教师的转化学习研究[D].山东:曲阜师范大学,2011:9.
[20]Mezirow Jetal.Learning as Transformation:Critical Perspectives on a Theory in Progress[M].San Francisco:Jossey-Bass,2000:22.
[21]蒋华,李盛聪.转化学习理论及其对我国成人远程教育的启示[J].电化教育研究,2011,(12):47-52.
[23]张伟,刘征.质变学习理论基础、建构及对成人教育的启示[J].中国成人教育,2016,(16):16-18.
[24]夏海鹰.成人学习心理研究[M].北京:人民出版社,2014:88.
[25]施良方.教育学文集·国际教育展望[M].北京:人民教育出版社,1993:86.
[26]崔铭香,陈海英.论成人转化学习中的对话精神[J].职教论坛,2014,(9):38.