直面自主选择学习的受众:美国博物馆教育个性化研究

Confronting the Audience of Free-Choose Learning:A Study on the Personalization of Museum Education in the United States

本文解释了自主选择学习的概念,这个概念与更为行为主义的模型相对,行为主义模型忽视学习者的个人背景,也忽视学习所处的物理背景。随后将博物馆学习描述为一个深受背景影响的过程,在这个过程中,其产出可能要在经历一段延迟后才能被分辨。不仅如此,随着休闲市场日益多元,博物馆也被迫提供更为个性化的服务,尽管各种阻碍也不可忽视。笔者试图通过早年和新近的研究成果,表明自主选择学习以何种方式在美国的博物馆里转化成了具体举措和行动;最后就其中不足发表评论,并批判了这一理念本身。

The paper explains the concept of free-choice learning compared with a more behaviourist model that neglects learners’personal contexts as well as physical contexts in which learning occurs.It goes on to describe museum learning as a highly contextualised process in which outcomes might become identifiable with delays.Furthermore,an increasingly diverse leisure marketplace also obliges museums to offer more personalised services,although constraints are not negligible.The author attempts to demonstrate the ways in which free-choice learning has been translated into concrete measures and actions in US museums through more or less recent findings.He concludes by making comments on drawbacks and by criticizing the ideal itself.