转化学习理论与实践的意义探讨  

An Exploration of the Theoretical and Practical Significance of Transformative Learning

作　　者：宋广文[1] 刘凤娟[2] 

机构地区：[1]华南理工大学心理测评与应用心理学研究所,广州510641 [2]曲阜师范大学职业与成人教育学院,曲阜273165

出　　处：《全球教育展望》2014年第1期23-32,共10页Global Education

基　　金：华南理工大学高等教育研究基金项目“高等教育和人才培养的质量标准与评估机制研究”(项目编号:20111008)的研究成果;华南理工大学学位与研究生教育改革研究项目“增强研究生知识共享能力的途径与策略研究”的资助

摘　　要：转化学习是成人对存在问题的参照框架进行完全改变,使其更具包容性、区辩性、开放性、批判性及对变化在情感上的接受性,以更好地引导自己的行为。其实质是调整、修正原有不适应当前变化的世界观、人生观或价值观,或建立新的世界观、人生观或价值观,更合理地指引未来的生活,摆脱原有观念的束缚。其目标是使成人成为自主的思考者。国外对转化学习的理论研究至今已有三十多年的历史,同时,近年来国内外相关实践应用不断涌现,转化学习在成人教育领域彰显出重要的理论与实践意义。Transformative learning is a kind of learning that transforms adults＇ problematic frames of reference to make them more inclusive, discriminating, open, reflective, and emotionally able to change. As a result, such frames of reference will better guide adults＇ action. The essence of transformative learning is to adjust and revise adults＇ existing views of the world, life or values not suitable to current change, or to construct new ones to direct their future life more properly and free them from their held notions. The goal is to make adults become autonomous thinkers. Researches on transformative learning have been carried out for more than 30 years, and the theoretical works have served to guide the practice of adult educators increasingly at home and abroad, which demonstrates the theoretical and practical significance of transformative learning in adult education.

关 键 词：转化学习 成人学习 理论意义 实践意义 

分 类 号：G729.2[文化科学—成人教育学]