工作场所学习概念的反思与再构:基于实践的取向  

Redefining Workplace Learning: From a Perspective of Practice-based Approach

作　　者：李茂荣[1,2] 黄健[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 [2]南昌大学公共管理学系,江西南昌330031

出　　处：《开放教育研究》2013年第2期19-28,共10页Open 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)成果之一

摘　　要：在终身教育与学习型社会背景下,工作场所学习脱颖而出,成为一个备受关注的新兴研究领域。然而,如何界定工作场所学习是该领域的根本问题。受个体认知学习理论根深蒂固的影响,不少人将工作场所学习理解为"非正式学习"、"与工作相关及为了工作的学习"或"发生在工作场所中的学习",而忽视了它"在实践中学习、通过实践学习和依靠实践学习"的本质特征。根据"基于实践的取向"的思想,工作场所学习可以被重新界定为发生在"工作实践场"中的学习,它重在发展参与工作实践所必需的胜任能力,并且参与实践本身是创造、获取、转化和重构"实践中的知识"以及维持实践、变革实践的方式。对这一概念的反思、追问与再构,有助于对工作场所学习领域的研究边界、研究问题和方法论等重要问题的进一步思考。Workplace learning is an emerging and outstanding field against the background of lifelong learning socie- ty. How to define workplace learning is a fundamental problem. Deeply influenced by individual cognitive learning theory, many people think of workplace learning as ＂informal learning＂, ＂learning for work and job-related learn- ing＂or＂learning in the workplace＂, while ignoring its essence of ＂learning in, through and by practice＂. With ＂practice-oriented＂ ＇theory, workplace learning can be redefined as learning occurring in ＂practice＂. This definition gives much emphasis on participating in practice within workplace to develop competencies of learners, and such partici- pation not only allows learners to create, retrieve, transform and reconstruct ＂knowledge in practice＂, but also be- comes necessary vehicles to sustain and reform practice. The reflection, questioning and reconstruction of the definition of workplace learning contribute to the further research on its frontier, problem, and methodology.

关 键 词：工作场所学习 实践 基于实践的取向 实践中学习 实践中知晓 

分 类 号：G77[文化科学—教育学]