教师拓展性学习的理论解析与实践检证

Theoretical Analysis and Practical Verification of Teachers'Expansive Learning

无论是职前的“研中习”,还是职后的“教中学”,这两种教师养成模式常陷入理论与实践二维背离的窠臼。拓展性学习理论力求弥合二者的裂痕,把学习视为一种活动,主张将之置于多元素共构的“活动系统”中考察;视为一种拓展,即一种新概念和新实践活动生成的知识创新和集体行动;视为一种循环,即一种基于矛盾驱动的拓展圈循环。循此理路,教师拓展性学习在价值上是对不确定性的寻绎;在空间上它发生于“个体-团队-组织”多级学习网络;在时间上它发生于打破“过去-现在-未来”的边界中。而设定学习目标,统整教师发展与学校绩效;规制学习过程,统一知识集体创新与知识迁移运用;创构学习中介,运用四级矛盾和形成性干预驱动学习,能够勾勒教师拓展性学习的生发机制,建构一个强调社群学习、知识创生和实践转化连续统一的教师拓展性学习模型。

whether it is the pre-service"learning through research"or the post-service""learning through teaching",these two modes of teacher development are stuck in the pattern of two-dimensional deviation between theory and practice.The expansive learning theory tries to bridge the gap between the two.It regards learning as a kind of activity,which should be examined in the context of a multi-element co-constructed"activity system";it also regards learning as a kind of expansiona new concept and a kind of knowledge innovation and collective action generated by new concepts and practices,as well as a kind of cycle which is based on a paradoxical driving cycle.According to this theory,teachers expansive learning is the search for uncertainty in terms of value;it occurs in the multilevel learning network of""individual-team-organization"in terms of space;teachers'expansive learning occurs by breaking the boundary of"past-present-future"in terms of time.Setting learning objectives to unify teacher development and school performance;regulating the learning process,unifying the collective innovation of knowledge transfer;and creating intermediaries to drive learning through the use of the four levels of contradiction and formative interventions can outline the generative mechanism of teachers'extended learning,and construct a teacher's expansive learning model that emphasizes the continuity and unity of community learning,knowledge creation and practice transformation.