教师变构学习:理念重塑与生发机制  

Teacher’s allosteric Learning: Theoretical Reinvention and Generative Mechanism

作　　者：王亚军 WANG Yajun(School of Education Science,Sichuan Normal University,Chengdu 610066)

机构地区：[1]四川师范大学教育科学学院基础教育研究学院,成都610066

出　　处：《教育发展研究》2023年第2期38-43,共6页Research in Educational Development

基　　金：四川省社会科学“十三五”规划2019年度课题“基于变构学习的迭代式教师培训模式研究”(SC19B104);2021年度教育部人文社会科学研究青年基金项目“博物馆研学活动的学习样态构建与教师实践技术搭建研究”(21YJC880080)的部分成果。

摘　　要：学习不只是学生赖以成才的志业,而且是教师专业蝶变的动力。然而,真实的学习并不会自然而然地发生。就教师而言,现实中畏难性“变革焦虑”诱发的“学习阻抗”影响学习启动,固着性“前理解”诱发的“认知屏障”影响新知吸纳,单变量“认知环境”引发的“情感游离”影响知识统合。化用生物学的“概念体”变构理论,可以重塑教师学习的理念:先在“概念体”是教师变构学习发生的起点和支架;“概念体”的转化迭代是教师变构学习的过程和结果;“概念体”的诱变环境是教师变构学习的中介和条件。而通过情景压力与认知冲突的交感互促,可以激发教师学习启动;通过概念体动摇与知识炼制的迭代演进,有助于推展教师学习过程;通过情感激发与专业关联的环境支持,能够创构教师学习支架。上述共同构成教师变构学习的生发机制。Learning is not only the ambition and career of students to become talents, but also the driving force of teachers’ professional development. As far as teachers are concerned,the“impediment to learning”induced by daunting“change anxiety”affects teachers’ learning initiation;the "cognitive barrier" induced by entrenched“self-proclaimed truths”affects teachers’ uptake of new knowledge;the“emotional disengagement”induced by univariate“cognitive environment”affects teachers’ knowledge integration. The adaptation of biology’s theory-“allostery”can reshape the theories of teacher learning: the teacher’s pre-existing“conceptions”is the starting point and scaffolding for the teacher’s allosteric learning;the transformation and iteration of the teacher’s“conceptions”is the process and outcome of the teacher’s allosteric learning;the mutagenic environment of the teacher’s“conceptions”is the intermediaries and conditions of the teacher’s allosteric learning. And through the sympathetic interplay of situational stress and cognitive conflict, teachers are stimulated to initiate learning;through an iterative evolution of conceptions shaking and knowledge refinement,the teacher learning process is advanced;through the environmental support of emotional stimulating and professionally relevant,the teacher learning scaffolds is created and finally the three elements together constitute the generative mechanism of teachers’ allosteric learning.

关 键 词：教师学习 变构学习 概念体 学习中介 

分 类 号：G652[文化科学—教育学]