拓展性学习:成人学习研究的新视角  

Extended Learning:The New Perspective of Adult Learning Research

作　　者：王小素 范立昱 WANG Xiaosu;FAN Liyu(School of Social Education, Jiangxi Radio and Television University,Nanchang 330046, China)

机构地区：[1]江西广播电视大学社会教育学院,南昌330046

出　　处：《安徽广播电视大学学报》2020年第4期50-54,共5页Journal of Anhui Radio & TV University

基　　金：江西省高等学校教学改革课题“新时代终身学习视角下的江西省社区教育三级办学体系建设研究”(项目编号:JXJG-18-100-1);“江西省社区教育三级办学体系中城市社区教育办学标准化建设研究”(项目编号:JXJG-19-100-1)。

摘　　要：阐述了拓展性学习理论及其核心观点,分析了拓展性学习理论与成人学习的关联性,得到了成人学习呈现的三个新特点:个人层面成为具有持续学习能力的终身学习者;人际层面摆脱“孤独的知识探求者”角色以及共同体层面成为谋求共赢、教学相长的合作者。提出了拓展性学习理论对成人学习的三点启示:成人学习应创造拓展性的学习环境,提高成人学习者的学习体验及结果;利用成人学习者的默会知识,服务时空转换的成人学习过程;发挥形成性干预的引导作用,促进学习活动系统重构与完善,从而弥补成人学习研究对成人学习者自身的忽略,使成人更好适应终身学习时代的到来。The paper elaborates the extended learning theory and its core viewpoints,analyzes the relationship between the extended learning theory and adult learning,and obtains three new characteristics of adult learning:becoming the lifelong learners with continuous learning ability at the individual level;getting rid of the role of the“lonely knowledge seeker”at the interpersonal level and becoming the collaborators who seek the win-win situation and learn from each other at the community level.In addition,the paper aslo puts forwards three enlightenments of the extended learning theory to adult learning:creating the extended learning environment to improve the learning experience and results of adult learners;using the tacit knowledge of adult learners to serve the adult learning process of time-space transformation,and playing the guiding role of formative intervention to promote the reconstruction and improvement of the learning activity system,so as to make up for the neglect of adult learning research on adult learners themselves and make the adults better adapt to the coming of lifelong learning era.

关 键 词：拓展性学习 成人学习 学习共同体 默会知识 形成性干预 

分 类 号：G720[文化科学—成人教育学]