学习共同体概念:多元理解、批判反思与系统审视

The Concept of Learning Community:Multi-Understanding,Critical Reflection and Systematic Examination

当前,学界对于学习共同体的概念主要存在四种基本认识:人类社会学视域下的关系聚合说、普通教育学视域下的学习隐喻说、文化社会学视域下的社会安排说以及教育生态学视域下的学习环境说。以上四种理解分别从不同的学科视野出发,展示出学习共同体某一侧面或某一层次的重要品性,但还存在着认知偏差:关系聚合说以共同体范式优位遮蔽了学习与共同体的固有关联;学习隐喻说以学习为核心特质僭越了学习共同体的共同体本质;社会安排说强调知识的共同体境脉,忽略了学习者的主体适应性;学习环境说建构的全纳式分析框架落入了单纯整体主义的窠臼。回归学习共同体的完整性存在,可将其进一步论释为一种由学习者和助学者凝结而成的共同学习活动系统,从而在本质上克服了单一理解所固有的认知偏差。

Currently,there are four basic viewson the concept of learning community:relational cohesion theory from the perspective of human sociology,learning metaphor theory from the perspective of general pedagogy,social arrangement theory from the perspective of sociology of culture,and learning environment theory from the perspective of educational ecology.Each of the four views demonstrates the important features of an important aspect or level of the learning community from a different disciplinary perspective,however,deviation of cognition exists in these views,relational cohesion theory obscures the inherent relationship between learning and community through the dominance of the community paradigm;learning metaphor theory arrogates to itself the community nature of learning community by taking learning as its core trait;social arrangement theory emphasizes the community context of knowledge and neglects learners*subjective adaptability;and the inclusive analysis framework constructed by the learning environment theory falls into the trap of pure holism.Returning back to the integrity of learning community will help to further interpret the learning community as a common learning activity system which is congealed by learners and helpers,thus essentially overcoming the deviation of cognition brought by the single understanding.