实践共同体:一种职业教育学习逻辑的重审

Community of Practices:A New View on the Logic of Vocational Education

20世纪80年代以来,无视学习"社会性"的传统学习理论受到了批判。之后,以莱芙为代表的社会学家提出了"实践共同体"理论。这一理论从学习者的身份转变出发,以情境、文化、身份、参与、实践等元素构筑了一种新的学习理论。不过这个理论因其分析框架的特殊性很快失落在普通教育中。然而,这种根植于职场(学徒制)的学习理论在很多元素上与职业教育的特征比较契合,因而成为讨论职业教育学习逻辑的一个新思路。依据实践共同体理论,职业教育在教学过程中应努力创建真实的情境,着力构筑师徒关系,关注非技能性学习。

Since the 1980s, there have been many criticisms on traditional learning theories which were ignoring the ＂so- cial＂ factor in learning. Represented by Jean Lave, sociologists proposed a new learning theory named ＂community of prac- tices＂ which embarking from the learners＂ identity change, construct the theory in situated, culture, identity, participation, practice and other elements. Unfortunately, this new learning theory soon lost in the general education because of the par- ticularity of its analysis framework. However, the theory rooting in workplace （apprenticeships） has many common features with vocational education that gives a new way of thinking in this paper; the author compared ＂community of practices＂ theory with vocational education learning, and discusses the improvement direction of vocational education teaching on the vision of comparison.