摘要
当知识开始被应用于知识本身时,学习的本质需要变革。已有的获得隐喻和参与隐喻难以解释知识的创造与发展,基于行动者网络理论、话语模式理论和文化历史活动理论,知识创造隐喻得以产生。这一新隐喻具有三大主要模式:知识建造、发展性学习以及组织知识创造。它确立了知识创造的普遍化主体,打破了传统的二元认识论,明晰了以创新发展为价值目标。因此,它不仅能为我们重新认识、理解和反思已有的各种学习活动及其研究提供新的思路,还能为如何改善、发展乃至重构未来学习活动,包括网络化学习活动及其研究指明方向。
The nature of learning needs to change when the knowledge has been used for itself.The two metaphors of learning,Acquisition Metaphor and Participation Metaphor don＇t work on explaining the phenomena of knowledge creation and development.As the basis of Actor-Networked Theory,Discourse Model Theory and Cultural Historical Activity Theory,the creation metaphor of learning has been developed.This metaphor which sets up the public as the subject of knowledge creating,and opposes to the dualism of epistemology,defines innovation and development as the key value of learning,includes three types which are knowledge building,expansive learning and knowledge creation.According to its characteristics,not only can the new metaphor provides new way to rediscover,re-understand and reflective the learning activity and learning research,but also offers the new direction to modify,develop and reconstruct the future learning activity,especially the networked learning and its research.
出处
《外国教育研究》
CSSCI
北大核心
2013年第8期61-70,共10页
Studies in Foreign Education
关键词
学习
隐喻
获得
参与
知识创造
发展性学习
learning
metaphor
acquisition
participation
knowledge creation
expansive learning
