代际学习:一个理论分析框架  

Intergenerational learning:towards a framework of theoretical analysis

作　　者：欧阳忠明[1] 王子鹤 Zhongming Ouyang;Zihe Wang

机构地区：[1]江西科技师范大学红谷滩校区教育学部 [2]江西科技师范大学红谷滩校区,330031

出　　处：《中国远程教育》2022年第10期58-66,77,共10页Chinese Journal of Distance Education

基　　金：国家社会科学基金“十三五”规划2020年度教育学一般课题“老年教育助推积极老龄化实现的作用机理与实现路径”(项目编号:BKA200236)的研究成果。

摘　　要：代际学习在老年教育实践运用中显示出的潜在价值,呼唤进一步扩展和增强代际学习的理论阐释力和指导力。通过内容分析法对代际学习作为一个理论分析框架进行了探究。从内涵演绎看,代际学习经历了“从一代到二代的生物世代”和“从生物世代到社会世代”的变迁过程。从理论基础看,心理学为代际学习发生机理提供了理论支撑,教育学为代际学习发生机制提供了理论溯源,社会学为代际学习衍生效益提供了理论依据。从基本功能看,代际学习在促进认知改变、知识分享和情感弥合等方面起着重要作用。基于国内外代际学习实践,从理论上勾勒了代际学习模型的四个阶段以及各阶段的主要任务,以期为代际学习提供一种切实可行的实践范式。Given the potential value of intergenerational learning for older adult learning, it is imperative to extend and strengthen the explanatory and guiding power of intergenerational learning theory. This study uses content analysis to explore a framework of theoretical analysis for intergeneratonal learning. Intergenerational learning has experienced the transition from the first to second biological generation and from the biological to social generation. In terms of theoretical foundation, intergenerational learning is underpinned by psychology and rooted in pedagogy with beneficial outcomes from the perspective of sociology. Intergenerational learning can facilitate cognitive change, knowledge sharing and emotional connection. Drawing upon practice in China and other countries, this article outlines the four phases of an intergenerational learning model and main tasks of each phase.

关 键 词：代际学习 生物世代 社会世代 代际学习模型 代际互动 知识共享 老年教育 终身学习 

分 类 号：G777[文化科学—教育学]