拓展性学习视域下的农民非正式学习发生机制--基于要素定位法的理论分析  

The Mechanism of Farmers’Informal Learning from the Perspective of Expansive Learning--Theoretical Analysis Based on the Element Positioning Method

作　　者：马颂歌[1,2] 王雨 MA Songge;WANG Yu

机构地区：[1]上海师范大学教育学院,上海200234 [2]上海师范大学终身教育政策研究中心,上海200234

出　　处：《现代远程教育研究》2022年第6期82-91,共10页Modern Distance Education Research

基　　金：国家社会科学基金教育学青年项目“乡村振兴战略下农村成人教育网格组团学习模式研究”(CLA180280)。

摘　　要：促进农民学习是落实乡村振兴战略部署的重要途径,农民学习以非正式学习为主,但学界对农民的群体性非正式学习是如何发生的仍缺乏专门研究。拓展性学习作为一种分析群体如何共创进步性实践的学习理论,有助于揭示农民非正式学习的发生机制。基于对T庄锣鼓队非正式学习个案的田野调查,借助拓展性学习理论的“三角模型”和“环状模型”,遵循“群体+成果定位→主体定位→其他要素定位→总述学习机制”的“要素定位法”分析思路发现:农民非正式学习的过程性递进可划分为由始动主体主导的个体发动层、卷入其他主体后的群体互助层、面向学习成果拓展的系统巩固层三个层次,学习活动的持续和进阶由来自个体的内生动力、来自群体的延续动力以及来自外部的再生动力驱动。因此,为促进农民的非正式学习,应当倡导学习的多元价值以催生内生动力,通过注重基层教育自治的网格组团学习模式维持延续动力,借助外部激励发挥学习的交换价值以强化再生动力。Promoting farmers’learning is an important way to implement the strategic deployment of rural revitalization.Farmers’learning is mainly informal learning,but there is still a lack of special research on how farmers’group informal learning occurs.As a learning theory that analyzes how groups co-create progressive practice,expansive learning helps to reveal the mechanism of farmers’informal learning.Based on the fieldwork of informal learning cases of the drum team in T village,with the help of the“triangular model”and“loop model”of expansive learning theory,and following the analysis idea of“element positioning method”of“group and outcome positioning-subject positioning-other elements positioning-general learning mechanism”,it is found that the process progression of farmers’informal learning can be divided into three levels:the individual initiation layer dominated by the initiating subject,the group mutual assistance layer after being involved in other subjects and the system consolidation layer oriented to the expansion of learning outcomes.The continuity and progression of learning activities are driven by endogenous motivation from the individual,continuity from the group and regenerative motivation from outside.Therefore,to promote farmers’informal learning,we should advocate the multiple values of learning to generate endogenous motivation,maintain continuity momentum through grid-group learning mode that focuses on grassroots educational autonomy and strengthen regenerative motivation by using external incentives to exert the exchange value of learning.

关 键 词：农民学习 非正式学习 拓展性学习 要素定位法 学习发生机制 乡村振兴 

分 类 号：G434[文化科学—教育学]