基于情境学习理论的工程硕士工程实践教学体系构建

On the Construction of the Practice Teaching System for Engineering Masters based on Situated Learning Theory

情境学习理论提出知识具有情境性、学习具有实践性,为工程硕士工程实践教学体系构建提供了新视角。社会实践和社会生活提供经验性知识,合法的边缘性参与作为一种学习方式催生学习行动,实践共同体创造了身份建构的条件,学习型课程有利于默会知识显性化。基于情境学习理论的工程硕士工程实践教学体系构建由“四个阶段”构成:创设情境阶段设置具有思考空间的“任务链”,合法的边缘性参与阶段明确问题解决任务,参与实践共同体阶段关注劣构问题解决,总结评价促进默会知识显性化。

The situated learning theory proposes that knowledge is situational and learning is practical,which provides a new perspective for the improvement of engineering practice teaching system for postgraduates in engineering.Social practice and life provide experiential knowledge,legitimate marginal participation can be regarded as a way of learning to foster learning action,the practice community creates conditions for identity construction,and learning-focused curriculum is conducive to the explicit realization of tacit knowledge.The construction of engineering practice teaching system for masters of engineering based on situated learning theory consists of four stages:the situation creating stage that sets the"task chain"with thinking space;the legitimate marginal participation stage that defines problem-solving tasks;the practice community participating stage that focuses on the solution of ill-structured(ill-defined)problems;and the summary and evaluation stage that facilitates explicit realization of tacit knowledge.