对学习分类的再思考  

The Classification of Learning:Dichotomy or Tracheotomy-and the Classification of School Learning & Continuous Learning

作　　者：丁鹏[1] 

机构地区：[1]湖北大学<当代继续教育>编辑部,武汉430062

出　　处：《教师教育论坛》2014年第9期68-70,74,共4页Teacher Education Forum

基　　金：2013年湖北省教育厅社科研究重点课题"我国继续教育学习成果认证与互认研究(编号:13d005)";湖北省教育科学"十一五"规划立项课题"终身教育视域下我国继续教育‘立交桥’构建研究(编号:2010B203)"阶段性成果

摘　　要：欧美学者对学习的分类存在着两分法和三分法的分歧。两分法没有涵盖非正式学习,三分法虽然涵盖了非正式学习,但在分类标准上却未能保持一致。笔者考察了这些研究者对学习分类的主要观点,认为对学习应该采用两分法和两个层次来分类比较合适,即学习可分为正式学习和非正式学习两大类,而正式学习则可分为正规学习和非正规学习两小类。这种分法既保持了分类标准的一致性,又涵盖了所有的学习类型。Scholars of Europe and America make use of dichotomy and tracheotomy in the classification of learning.But dichotomy does not cover informal learning,and tracheotomy does not keep consistency in classification criteria although it does cover informal learning.This paper studies the main ideas of the classification of learning from both the individual and group researchers of Europe and America,analyzes their existing problems and tries to make a classification of learning on the basis of previous study.Finally,special studies are given on the classification of school learning and continuous learning.

关 键 词：正式学习 非正式学习 正规学习 非正规学习 

分 类 号：G424[文化科学—课程与教学论]