合法的边缘性参与:情境学习理论视角下的大学新生学习

Legitimate Peripheral Participation: The First—Year Students' Learning under the Perspective of Situational Learning Theory

"合法的边缘性参与"情境学习理论提供了一种理解和分析大学新生学习的新视角,更好地回答了"学习是如何在实践共同体中发生的"这一新生学习的根本问题。以该理论为指导,高校可以从四个方面构建新生"合法的边缘性参与"学习的发展机制:在实践中促进"显性知识"与"默会知识"相互融合的知识建构机制,从"个体学习者"发展为"共同体参与者"的实践参与机制,从"边缘性参与"走向"充分参与"的共同体投入机制,"认知发展"与"身份建构"相互促进的角色发展机制。

“Legitimate Peripheral Participation”is a new view to comprehend and analyze first-year students’learning, helping us to answer“How does learning happen in the community of practice”, which is the fundamental problem of first-year students’learning. Using this theory, the university can construct the learning development mechanism of new students' Legitimate Peripheral Participation from four aspects: that is the knowledge constructing mechanism that making “explicit knowledge” and “tacit knowledge” integrate each other in practice, the practice participating mechanism from “individual learner” to “community participant ”, the community inputing mechanism from “Peripheral Participation” to “Full Participation”, the role developing mechanism of “cognitive growth” and “identity construction” promoting each other.