西方专业发展研究范式的转向与议题重构——从个体认知视角到基于实践的取向  

The Turn of Professional Development Research Paradigm and the Change of Research Agenda in the West——From the Individual Cognitive Perspective to a Practice-Based Approach

作　　者：李茂荣[1,2] 

机构地区：[1]华东师范大学职业教育与成人教育研究所 [2]南昌大学公共管理学院

出　　处：《现代远程教育研究》2013年第1期15-23,共9页Modern Distance Education Research

基　　金：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"(10PJC033);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及相互关系研究"(11YB287)

摘　　要："发展什么"、"如何发展"和"研究什么"是专业发展研究的三个核心问题。当前,西方专业发展研究范式呈现出从"个体认知视角"范式向"基于实践的取向"范式转向的趋势。这两种范式关于实践、知识和学习本质假设的"隐喻"发生了重大转变,即实践本质从"容器观"转向"关系观"、知识本质从"固存物"转向"流动物"、学习本质从"获取"转向"参与"。由于两种范式对于实践、知识和学习本质的假设不同,导致了它们关于专业发展"发展什么"和"如何发展"立场的重大转变,即从关注"知识占有"向聚焦"知晓过程"的转变、从关注"知识迁移"向聚焦"发展实践"的转变,并进而导致了"研究什么"的重新设定。In professional development research,there are three essential questions：what should be developed,how it should be developed and what should be studied.At present,the paradigm of professional development research in the West has switched gradually from the individual cognitive perspective to a practice-based approach.During the process,there are significant shifts in the metaphors about the nature of practice,knowledge and learning：practice is viewed as a relationship rather than a container,knowledge is viewed fluid rather than solid,and learning is viewed as participation rather than acquisition.Due to these three different hypotheses,there are significant shifts of standpoint in professional development on what to develop and how to develop,namely,the shift from knowledge acquisition to the learning process,the shift from knowledge transfer to practice development,which in turn lead to the reset of ＂what to research＂.

关 键 词：西方专业发展 个体认知视角 基于实践的取向 研究范式 比较分析 

分 类 号：G720[文化科学—成人教育学]