从学习隐喻的演化视域管窥专业能力的发展  

The Evolution of Metaphors for Learning and its Implication on the Development of Expertise

作　　者：于文浩[1] 

机构地区：[1]华东师范大学职业教育与成人教育研究所,上海200062

出　　处：《开放教育研究》2013年第1期14-23,共10页Open Education Research

基　　金：华东师范大学"博士研究生学术新人奖"和上海市浦江人才计划资助项目"造就专业竞争优势--专业人才持续专业发展研究"(编号:10PJC033)研究成果

摘　　要：本研究分别对工作中有关学习的三种隐喻,即获取隐喻、参与隐喻和知识创造隐喻进行了剖析和阐释,论述了各种隐喻的核心和代表思想,并在每种隐喻的场域内分别阐释专业能力及专业能力发展的不同内涵和范畴。虽然各种隐喻之间具有不兼容性,但我们对各种隐喻仍需采取兼容并蓄的态度,这有助于我们更深刻理解工作实践中学习的复杂性。通过对这三种隐喻视域之间联系和演变的分析,笔者勾勒出学习隐喻的变迁对于专业能力发展的概念空间,指出协作性的和变革性的专业能力正成为一种更全面理解专业能力的视角。该研究的启示在于,专业能力的发展并非仅为培训的事情,而与组织发展息息相关。This study discusses the acquisition metaphor, participation metaphor, and knowledge creation metaphor for learning, analyzes some classical and influential ideas for each metaphor, and then clarifies the meaning and cat- egory of expertise development in each metaphor. Although there are incompatibilitis among these metaphors, an inclu- sive approach is needed to better manage the complexity in practice. This study depicts the conceptual space for expert- ise development with the implication given by the evolving metaphors, attempting to integrate these three metaphors. The author proposes that the collaborative and transformative expertise is becoming an emerging perspective to under- stand expertise development, and expertise development is part of organizational development.

关 键 词：学习隐喻 专业能力 专业能力发展 知识创造 

分 类 号：G77[文化科学—教育学]