基于情景学习理论的组织育人共同体建构与实施路径

The Construction and Implementation Path of Organization Education Community from the Perspective of Situated Learning

开展组织育人工作的难点在于受教育者个体价值与社会价值之间的张力,受教育者价值观认同模式转变和组织内功能体属性、共同体属性之间的矛盾。文章采用"合法的边缘性参与"分析范式,从参与者的身份建构、育人模式变革和共同体的形塑等方面分析了情景学习理论视域下组织育人共同体的组织要素,构建了组织育人共同体模型;提出了引导大学生身份认同、合法的边缘性参与、改革共同体运行机制以及保持共同体开放性特征等育人方略,增强了组织育人成效。

Difficulty of organization education lies in the expansion of the tension between individual value and social value,the transformation of the value recognition model of the educated,and the contradiction between the functional and community attributes of the organizations in colleges and universities.Based on"legitimate peripheral participation"model,this paper analyzes the structural elements of organization education system from the perspectives of identity construction of participants in organization education,reform of educational mode in specific environment,and the shaping of organizational education system from functional organization to community.We construct a community model of organization education,and put forward four strategies of organization education,namely,identity guidance of college students,legitimate peripheral introduction of the foundation of college students’needs,operating mechanism reform of the community,and maintenance of the open characteristics of the community,so as to enhance the effectiveness of organizational education.