学习理论的第三思潮:复杂科学视野下的学习与教学观  

Learning and Teaching in the View of Complexity Science——Emergence of the Third Perspective of Learning Theories

作　　者：伍新春[1] 吴思为[2] 康长运[3] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]衡阳师范学院教育科学系,湖南衡阳421002 [3]北京师范大学珠海分校场馆教育研究所,广东珠海519087

出　　处：《华中师范大学学报（人文社会科学版）》2013年第3期169-176,共8页Journal of Central China Normal University:Humanities and Social Sciences

基　　金：北京市自然科学基金项目(9122015);国家留学基金委"国家建设高水平大学公派研究生项目"

摘　　要：教育是一个开放而复杂的社会系统,复杂科学的出现为人们从整体和系统的角度反思教育提供了新的理论视角。现有的学习理论可概括为对应理论和一致理论两类,复杂科学作为第三大理论思潮,认为教育是一种复杂现象,需要跨学科的解释。复杂科学强调集体的认识,而非认识的集合体。学习是学习者与其所处环境持续不断、共同适应的动态过程,该过程必须充分考虑历史和情境因素。教学是教师与学生一起,关注事物新的一面,提出新的解释事物的方式,使熟悉的事物变得新奇的过程。复杂科学还探讨了有效教学的条件,并提出教师要鼓励个体与课堂集体这两个认识系统同时参与课堂活动。这对重新审视当前教育的基本问题、指导教学实践有很大启发。Education is an open and a complex social subsystem. Complexity science pro- vides new theoretical perspective to reflect on education in holistic and systemic ways. Correspondence theories and coherence theories are the two main perspectives of learn- ing theories at present times. As the third perspective, complexity science holds that ed- ucation is a transphenomenon and requires a transdisciplinary attitude. The knowing of the collectivity, instead of a collection of knowing, is emphasized by complex science. I.earning is a process that learners constantly co-adapt with the environment in which they are situated and that history and context factors should be fully taken into account. Teaching is a process that teachers, along with the students, focus on the new aspects, prompt new understandings and transform familiar things into novelties. Conditions of effective teaching have been discussed as well. In the process of teaching, teachers are particularly required to engage two systems, including both individuals and collectivi- ties, into classroom activities. Educators are inspired to reflect on both the main issues of education and the educational practice nowadays in terms of complexity science.

关 键 词：复杂科学 认识 学习 教学 教育 

分 类 号：G424[文化科学—课程与教学论]