论新教师的“合法的边缘性参与”学习  

On New Teachers' “Legitimate Peripheral Participatory” Learning

作　　者：王红艳[1] 

机构地区：[1]山东师范大学教育学院,山东济南250014

出　　处：《教育理论与实践》2014年第10期36-39,共4页Theory and Practice of Education

基　　金：全国教育科学"十二五"规划2012年度教育部青年专项课题<德育叙事在全日制教育硕士培养中的作用机制研究>(课题批准号:EIA120380)的研究成果

摘　　要：情境学习理论将学习与学习发生其中的社会情境之间的关系作为研究重点,学习即为(某行业的)新手在(该行业)实践共同体内"合法的边缘性参与"(LPP)过程。这种学习本身是一种长期的自然发展过程,但可以创造条件润滑与加速之。就新教师在学校实践共同体中的LPP学习而言,师傅这位重要他人在润滑与加速其过程中发挥着重要作用;学校实践共同体的结构因素和文化支持,很大程度上决定了新教师是合法地向中心移动还是"被边缘";新教师的准备性、动机与向心性努力是所有力量发挥作用的内因。Situated learning theory focuses its researches mainly on the relations between learning and social situa- tion where learning takes place. This theory presents that learning is the process of legitimate peripheral participation （LPP） of the novice in a particular industry. This kind of learning is a long-term natural process, but we can create conditions to lubricate and accelerate it. As far as new hands＇ LPP learning in the school communities of practice, mentor, the important other plays a leading role in the process of lubrication and acceleration; the structural factors and cultural support of school communities of practice determine whether new teachers are legally moving to the center or being marginalized; new teach- ers ＇ preparation, motivation and centripetal efforts are the internal causes of all forces.

关 键 词：新教师 合法的边缘性参与 实践共同体 

分 类 号：G451.2[文化科学—教育学]