应急管理人才培养中本科生全程导师制的新建构:基于情景学习理论视角  

Reconstruction of FYUS during cultivation of emergency management talents:from perspective of situated learning theory

作　　者：许文文[1] 张牧辛 XU Wenwen;ZHANG Muxin(School of Humanities and Law,China University of Mining and Technology(Beijing),Beijing 100083,China)

机构地区：[1]中国矿业大学(北京)文法学院,北京100083

出　　处：《中国安全科学学报》2022年第7期28-33,共6页China Safety Science Journal

基　　金：北京市社会科学基金资助(21GL053)。

摘　　要：为提升应急管理人才培养过程中本科生全程导师制(FYUS)的运行效果,首先,以X高校应急管理专业师生为研究对象,在本科生导师中开展深度访谈,并在学生中开展问卷调查,归纳出应急管理人才培养中FYUS面临的三维困境:导学的时空冲突性、教育载体的缺乏性、教育目标的模糊性;然后,基于情景学习理论,构建出包含教育共同体、学习情景、移动共同体、合法的边缘性参与4大核心要素的情景学习型FYUS新模式;最后,从核心执行者、卷入群体、学习方式、培养目标达成4个维度,比较FYUS的传统模式与情景学习模式。结果表明:情景学习型FYUS核心执行者及卷入群体更加广泛,学习方式更加多元,培养目标达成效果更好,能够突破传统模式的三维困境,提升应急管理人才培养效果。In order to improve operation efficiency of FYUS during emergency management talent training,a three-dimensional dilemma was discovered,including spatio-temporal conflict between tutors and students,lack of educational carriers and ambiguity of educational goals,through interviewing tutors and students in University X.Then,based on situated learning theory,a new model of FYUS was constructed,which included four core elements of education community,learning scenario,M-learning community,and legitimate peripheral participation.Finally,the new model was compared with traditional ones from four dimensions of core executors,involved groups,learning methods,and training goals.It is found that the new one can break three-dimensional dilemma and improve training efficiency of emergency management talents.

关 键 词：应急管理人才 本科生全程导师制(FYUS) 情景学习理论 学习共同体 合法的边缘性参与 

分 类 号：X925[环境科学与工程—安全科学]