论研究型学习共同体的涵义、特征及功能  

Research-based Learning Community: Its Meanings,Features and Functions

作　　者：李晓华[1,2] 何巧艳[3] 

机构地区：[1]西北师范大学现代教育研究与发展中心,甘肃兰州730070 [2]青海师范大学教育学院,青海西宁810008 [3]华南师范大学现代教育研究与发展中心,广东广州510631

出　　处：《西北师大学报（社会科学版）》2012年第5期101-106,共6页Journal of Northwest Normal University(Social Sciences)

基　　金：教育部人文社会科学重点研究基地重大项目"西北少数民族中小学教师培训模式与方法创新研究"(2009JJD880012)

摘　　要：以系统科学与意识哲学为研究方法论,针对校本建设过程中如何提升教学有效性的问题,阐述了由研究者、师范生、在职教师与学生合作参与、以校本学习研究为基本形式的研究型学习共同体的涵义,并从学习主体与学习环境之间的交互关系角度,探讨其所具有的自然和文化双重属性,整体和共生两大特点,以及支架建构、环境参照、动力促进和契约规范等四大功能。This paper, based on the method of systematic science and consciousness philosophy, focusing on the effectiveness in school-based construction, clarifies the meanings of the research-based learning community （RBLC）, including the participation of the researchers, the student teachers or postgraduates, the in-service teachers and the students. Furthermore, from the perspective of the interactive relationship between the learning subjects and the learning environments, it discusses that RBLC has the natural and cultural attributes, and two essential features of the integration and the coexisting as well as other four functions, such as scaffolding construction, environment reference, dynamic promotion and contract normalization.

关 键 词：研究型学习共同体 学习主体 学习环境 

分 类 号：G40[文化科学—教育学原理]