走向社会情境的学习:学习研究的社会转向

Learning Grounded in Social Contexts:the Learning Study Shifted towards the Social-oriented Paradigm

本研究意图从理论发展、研究实践、概念认知三个层面出发,阐明学习研究立足于社会情境、转向社会视角的必要性。从学习理论的发展历程来看,学界对学习概念的理解不断深化,相应的理论隐喻从个体层面的“获得”转向社会层面的“参与”,为学习研究的社会转向奠定内部的学理基础。从研究实践来看,学习科学研究愈发重视学习发生的社会情境,包括对学习条件和学习内容的扩大化、认知视角的整合以及研究视角的转变,相关研究在不断深入探讨学习与社会的关系。从概念本身出发,学习研究的社会视角转向隐含着对“学习”概念的重新认识,即“学习”是一个评价性而非描述性的概念,它是一种被建构的社会现象和社会性事务而非先验存在的自然现象。

This study aims to shed light upon the need for the learning study to be grounded in social contexts and to be shifted towards the social-oriented paradigm from three aspects:theory development,research practice,and concept clarification.From the development of learning theory,the academic understanding of the concept of learning has been deepening,and the corresponding theoretical metaphor has shifted from the individual"acquisition"model to the collective"participation"model,which builds up the internal theoretical foundation for the social shift in the learning study.From the operation of research practice,the relevant studies pay increasing attention to the social context in which learning takes place,including the expansion of learning conditions and learning contents,the integration of cognitive perspectives,and the shift of research focus to the deep relationship between learning and society.Returning to the conceptual level,the shift to the social perspective in learning study connote the reconceptualization of the leaning from the mere descriptive sense to the more evaluative sense,namely,learning is a constructed social phenomenon and social affair rather than a pre-existing natural phenomenon.