摘要
作为工作场所学习领域具有影响力的术语,"实践共同体"受到了诸多研究者的关注和诠释。由于实践共同体概念始终未得到规范的、可操作化的界定,它被学界以一种完全不同的、甚至有冲突的方式采纳和使用,进而导致它最初所具有的分析性力量、批判性目的以及核心理论思想面临被丢失的危险。通过对实践共同体概念原出处的文本分析,厘清了实践共同体概念的内涵、思想及转化,并呼吁重回作为分析性视角的实践共同体概念。
The concept of Community of practice is considered to be one of the most influential concepts emerged with in social sciences during recent years.Due to the concept of community of practice is always lack of operational definition, it has been adopted and used by many scholars in completely different, even conflicting ways. Recent critiques lament that this concept is losing its coherence and analytical power and its critical value and the core ideas.This article clarifies the Semantic transformation of community of practice and appeals for the analysis perspective returning of community of practice by Content-analysis method.
出处
《教育学术月刊》
北大核心
2015年第7期27-34,共8页
Education Research Monthly
基金
江西省教育科学"十二五"规划课题"影响教师专业学习的变量即相互关系研究"(11YB287)
江西省教育科学"十二五"规划重点课题"社会分层背景下江西省高等教育与代际流动关系研究"(12ZD055)的阶段性成果
关键词
实践共同体
情境学习理论
工作场所学习
实践中学习
community of practic,situated learning theory,workplace learning,learning by practice