迁移观的演进及测评范式的变革

Towards A New Concept and Assessment of Transfer

当前的迁移理论试图将认知因素与情境因素加以融合,强调在情境中、尤其是在社会文化情境中主动迁移抽象的符号表征,强调迁移过程中头脑内部的认知表征与外部情境因素间的相互作用。迁移的内涵不再是回忆或直接应用习得的已有经验,而是人境互动过程中的动态建构与生成。迁移是评价学习成效的核心指标之一,其内涵的演变必将引发测评范式的变革。迁移测评从记忆水平的单一"迁出"范式转向建构应用水平的"迁出"与"迁入"兼顾的双重测评范式,后者更为强调生态效度及多维测评指标体系的选定,更侧重考察可持续发展的学习能力。

The current transfer theory tries to integrate the cognitive and situational factors into a whole. That is, it emphasizes active transfer the abstract symbolic representation in situation, particularly in socio--cultural context. In other words, it focuses on the interaction between the internal cognitive representation and the external situational factors. The meaning of transfer, therefore, is no longer memory or the immediate application of prior experience; it is, rather, the dynamic construction and production in person--situation interaction. Since transfer is one of the critical elements for assessing learning, the change in content will surely lead to change in assessment paradigm, that is, from the simple ＂transferring out of＂ to the equal attention to the ＂transferring in to＂ and ＂transferring out of＂. This dual direction assessment sees more to the ecological efficacy and multi--dimensional assessment index system, and hence the sustainable development in learning ability.