知识建构引领教育创新:理论、实践与挑战——访国际知名学习科学专家波瑞特教授和斯卡德玛利亚教授

Using Knowledge Building to Lead Innovations in Education:An Interview with Professor Carl Bereiter and Professor Marlene Scardamalia

卡尔·波瑞特(Carl Bereiter)是加拿大多伦多大学荣誉教授、美国国家教育科学院院士、当代五位教育思想家之一(与布鲁纳、皮亚杰和布鲁姆等齐名)。20世纪80年代,他与马琳·斯卡德玛利亚(Marlene Scardamalia)教授一起提出了知识建构理论,创建了知识创新与技术研究所,成为促进知识建构研究与实践的世界性研究机构。他与研究团队开发的第一个协作学习网络系统——计算机支持的有目的学习(CSILE)已经演化为知识论坛(KF),广泛应用于世界范围内从小学到大学的教育教学中。他还出版了大量论文和著作,研究领域包括教学、认知心理学、知识建构和教育政策。马琳·斯卡德玛利亚教授是加拿大多伦多大学安大略教育研究院首席专家、教育与支持技术委员会主席、知识创新与技术研究所(IKIT)所长、行为科学高级研究所研究员、美国国家教育科学院院士。她致力于在世界范围内推进知识建构研究与实践。鉴于在教育研究领域的卓越贡献,她获得了安大略省心理学基金会贡献奖、多伦多大学CSCL事业成就奖、世界文化委员会颁发的世界教育奖等。其研究领域涉及认知发展、有目的学习、专家学习以及计算机在教育中的应用等。两位学习专家提出的知识建构理论对学校教学有重要指导意义。比如,浅层知识建构适合于学生记忆与理解层面的学习;深层知识建构强调学习者参与问题解决,共同承担社区的认知责任,适合于学生对复杂概念的理解等。

Professor Marlene Scardamalia and Professor Carl Bereirter from the University of Toronto are the leading experts in the learning sciences. They developed knowledge building theories, models, practices, and technolo- gies with their team members. They also proposed knowledge building approaches to engage students as members of a community. They argued that schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal. Knowledge building requires the students to produce and improve ideas collectively to reach a shared goal, so education should shift from treating students as knowledge acceptors in classrooms to treating them as knowledge creators in their knowledge building communities. These create challenges to the traditional educa- tional systems as well as to the teachers to sustain KB innovations. They established Institute for Knowledge Innovation ＆ Technology （IKIT） and conducted studies in knowledge building theories and practices in different levels of schools in Canada and around the world. They designed knowledge forums to support KB, which have been widely used in education, health, business, and professional organizations. In this interview, we introduced the background and features of knowledge building, discussed how knowledge building could advance innovations in educations and challenge both the educational system and teachers, explored the KB appli- cations in China, and offered the suggestions for conducting KB studies. The future of KB was also presented in the end.