教师学习情境的属性表征及优化--基于伊列雷斯的“学习情境观”  

The Attribute Representation and Optimization of Teachers’LearningSituation Based on Illeris’s Concept of Learning Situation

作　　者：潘琼[1] 严加平[1,2] PAN Qiong;YAN Jia-ping(Institute of Regular Education,Shanghai Academy of Educational Sciences,Shanghai 200032,China;College of Education,Shanghai Normal University,Shanghai 200233,China)

机构地区：[1]上海市教育科学研究院普通教育研究所,上海200032 [2]上海师范大学教育学院,上海200233

出　　处：《教师发展研究》2022年第1期50-57,共8页Teacher Development Research

基　　金：上海市教育科学研究院重点团队建设项目“全视角教师学习与共同体发展机制研究”(2020—2025年)。

摘　　要：情境是认知和学习不可缺少的一部分。伊列雷斯的“学习情境观”提出学习的情境具有直接情境和社会性情境双重属性。回应需求的学习内容、高卷入的学习形式、赋权的互动关系是教师学习直接情境的属性表征;适配且可及的学习资源、学习导向型的组织氛围、支持教师的身份调适是社会性情境为教师学习奠定的物质、社会和心理基础。应在直接情境和社会性情境两个水平上形成整体优化教师学习情境的合力,即注重教师学习的内容、形式和权力关系以及倾力培育教师学习共同体。Situation is an indispensable part of cognition and learning.K.Illeris’s concept of learning situation puts forward that the learning situation has the dual attributes of“immediate situation”and“societal situation”.The learning content responding to the needs,the learning form of high involvement and the interactive relationship of empowerment are the attribute representations of teachers’immediate learning situation;the adaptive and accessible learning resources,learning-oriented organizational atmosphere and supporting teachers’identity adjustment are the material,social and psychological foundation laid by societal situation for teachers’learning,which should form a resultant force to optimize the teachers’learning situation as a whole at the two levels of the immediate situation and societal situation,that is,pay attention to the content,form and power relationship of teachers’learning,and strive to cultivate the teacher’s learning community.

关 键 词：教师学习情境 全视角学习 学习共同体 

分 类 号：G451.2[文化科学—教育学]