基于情景学习理论的组织育人共同体建构与实施路径  

The Construction and Implementation Path of Organization Education Community from the Perspective of Situated Learning

作　　者：程继明[1] CHENG Jiming(Party Committee Office,Wuxi Institute of Technology,Wuxi 214121,China)

机构地区：[1]无锡职业技术学院党委办公室,江苏无锡214121

出　　处：《无锡职业技术学院学报》2021年第6期6-10,共5页Journal of Wuxi Institute of Technology

基　　金：江苏省2018年度高校哲学社会科学思政专项课题“新时代高校组织育人工作体系的建构与应用”(2018SJSZ240);2019年度无锡党的建设研究基地立项研究课题“关于构建城市基层党建联盟创新实践的实证研究”(WXDJ1806B)。

摘　　要：开展组织育人工作的难点在于受教育者个体价值与社会价值之间的张力,受教育者价值观认同模式转变和组织内功能体属性、共同体属性之间的矛盾。文章采用"合法的边缘性参与"分析范式,从参与者的身份建构、育人模式变革和共同体的形塑等方面分析了情景学习理论视域下组织育人共同体的组织要素,构建了组织育人共同体模型;提出了引导大学生身份认同、合法的边缘性参与、改革共同体运行机制以及保持共同体开放性特征等育人方略,增强了组织育人成效。Difficulty of organization education lies in the expansion of the tension between individual value and social value,the transformation of the value recognition model of the educated,and the contradiction between the functional and community attributes of the organizations in colleges and universities.Based on"legitimate peripheral participation"model,this paper analyzes the structural elements of organization education system from the perspectives of identity construction of participants in organization education,reform of educational mode in specific environment,and the shaping of organizational education system from functional organization to community.We construct a community model of organization education,and put forward four strategies of organization education,namely,identity guidance of college students,legitimate peripheral introduction of the foundation of college students’needs,operating mechanism reform of the community,and maintenance of the open characteristics of the community,so as to enhance the effectiveness of organizational education.

关 键 词：组织育人 合法的边缘性参与 共同体 

分 类 号：G641[文化科学—高等教育学] C936[文化科学—教育学]