【作者】 赵健；

【导师】 高文；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2005， 博士

【副题名】关于学习的社会文化分析

【摘要】 本研究由学习共同体在概念、研究以及建构方面的困境所引发,从解析“学习”和“共同体”这两个基本要素出发,对学习共同体进行了社会文化视角的研究。研究的主要问题是:“共同体”以其何种内涵和特征来支持学习? “学习”和“共同体”基于何种关系结合在一起?学习共同体中学习的机制是什么?学习共同体的建构中主要设计要素是什么?研究采取中观层面的分析,力图为理解学习共同体以及有关学习共同体的研究,提供一个参考的框架。 全文共分六章: 在第一章(导论)中,本文从文献研究和实验研究两条途径,提出了本研究所关注的问题,包括学习共同体概念和学习共同体研究中存在的诸多歧义,以及建构学习共同体的努力与学校中日常学习观念之间的冲突。这些问题都需要对学习共同体背后所隐藏的认识论、社会学和人类学的机制进行进一步研究。本章还阐述了研究的视角和定位,即采用社会取向的建构主义和社会文化观对知识和学习的分析路径,着眼于中观水平的研究。 在第二章讨论的主要问题是:“学习共同体”中的“共同体”概念的内涵是什么?主要研究学习共同体的社会学基础。分为如下几个方面来论述:共同体与社会、社区及组织,各自具有不同的社会学意义和研究脉络。共同体概念本身的意涵随着时代的发展不断演进。和“学习”结合的不是共同体的原始意义,共同体在当代语境下重建的意义,使之成为支撑以知识建构与意义协商为内涵的学习的平台,成为信息时代知识创生的社会基础。 第三章讨论的主要问题是,知识与学习何以要依托“共同体”?主要研究学习共同体的认识论基础。依次展开的内容是:知识的社会建构性是将学习置于共同体境脉中加以考察的理论前提;知识在认识论维度和本体论维度的拓展,使得知识获得摆脱了对个人的和显性化的途径的依赖,参与到实践中成为学习的新的隐喻;知识向实践中的识知的拓展,进一步揭示了,知识的获得不仅是通过实践参与而实现,而且学习本身就是一种实践;通过建立学习共同体来创新教育,其实是要重建学习的实践。 第四章的主要问题是:实践共同体中的意义协商是如何展开的,其中哪些要素界定了形态各异的实践共同体的共同特征?学习者在实践共同体中怎样成长?从两个平行的角度切入到分析中:实践的角度与身份的角度,阐述了其中意义的协商与学习者成长的机制。更多还原

【Abstract】 The research, aroused by puzzles in concept of, research on and construction of learning community and beginning with analysis of the two basic components, learning and community, focuses on learning community from sociocultural perspectives. The basic topics are: What kinds of meanings and characteristics does community hold to support learning? On what relations are the connections of learning and community based? What is the mechanism of learning in learning community? What are the basic elements for designing learning community? The dissertation aims at making a mid-level analysis to learning community and constructing a framework for understanding learning community and relating research.The dissertation includes six chapters:In the first chapter (introduction), the dissertation, on the basis of literature research and experimental research, defines the problems to be researched, including many different meanings and understandings of learning community and conflicts between efforts in constructing learning community and traditional viewpoints on learning in schooling. The problems require further research on epistemological, sociological and anthropological mechanism underlying learning community. The chapter also introduces perspectives of the research, i.e., a mid-level research from social constructivist and sociocultural approach to knowledge and learning.The second chapter discusses the meanings and implications of learning in learning community, dealing mainly with sociological foundation of learning community. The dissertation explores here community and society, community and organization, and their different sociological meanings and research contexts. The concept of community changes over time and age. Community, in the sense of re-constructed meaning in contemporary context rather than original meaning,constitutes the platform to support learning as knowledge construction and meaning negotiation.Why knowledge and learning rely on community as setting is the focus of chapter three dealing with epistemological foundation of learning community. The chapter discusses in turn the following points: the viewpoint that knowledge is socially constructed provides the theoretical foundation of situating research on learning in the context of community; extension of knowledge to epistemological and ontological dimensions makes knowledge acquisition go beyond its dependence on individual and explicit dimensions; participation in practice becomes new metaphor of learning; extension of knowledge to knowing in practice facilitates participation and practice as approach to knowledge acquisition and also views learning itself as practice; reinventing education through building learning community is in fact practice of re-constructing learning.The fourth chapter explores how meanings are negotiated in community of practice, what aspects constitute common characters of communities of practice of different shape, and how learners develop in community of practice. Practice and identity are analyzed in parallel to reveal mechanism of meaning negotiation and learner development.What can be designed to cultivate learning community is treated in the fifth chapter. The essential characters revealed in chapter four are quoted to define a design space for cultivating learning community. The space concerns tensions in four dimensions: participating-reificating, designed-emergent, local-global, and identifying-negotiating. The chapter draws and analyzes several cases to probe into approaches to designing learning community in these tensions.The last chapter defines in retrospect a proper standpoint for the foregoing research and tries to consider values and tasks of different researches on learning community. Starting from analysis and design of community of practice, the chapter adopts a three-level analysis model for understanding learning community and extends both upward anddownward. The dissertation advocates designing multiple learning spaces on the base of research on learning community and, with such standpoi更多还原