实践共同体如何促进工科生深度学习——基于探索性多案例研究

How Does the Community of Practice Promote the Deep Learning of Engineering Students——An Exploratory Multi-case Study Based on Robot Community

实践共同体是一种重要的学习情境,已有研究指出实践共同体对于工科生深度学习具有促进作用,但具体机制并不清晰。本文对机器人社团等四个工科生实践共同体进行探索性多案例研究,遵循跨案例复制原则归纳出实践共同体促进工科生深度学习的系列命题,并初步构建了一个解释性的中层理论框架。研究发现:(1)实践共同体中的工程学习具有真实性任务驱动、协作式问题探究、反思性迭代设计和渐进式身份建构等特征;(2)实践共同体能够促进工科生深度学习行为的发生;(3)组织情境与技术情境是实践共同体促进深度学习的调节因素。本研究对实践共同体促进工科生深度学习的实证研究奠定了部分基础,同时也为我国高校主动强化设计工程实践学习情境提供了数据经验支撑。

Community of practice(CoPs)is an important learning situation.Previous studies have found that CoPs can promote engineering students’deep learning,but the mechanism within this process is not very clear.This paper implemented an exploratory multi-case study with four engineering CoPs such as robot-design teams and put forward a series of propositions that would explain why CoPs can promote engineering students’deep learning.The paper found:(1)the engineering learning in CoPs has four core characteristics such as authentic task-driven,collaborative inquiry,iterative design,and gradual identity construction;(2)the CoPs can promote the occurrence of engineering students’deep learning;(3)organizational context and technical context could play a moderating role between CoPs and engineering students’deep learning.This research has made the foundation for empirical research on the CoPs promoting engineering students’deep learning,and also provided data and experience support for universities in China to actively design the learning situation with engineering practice.