多主体协同开发社区教育课程的PERSONAL模式探索——基于“我爱我家”的个案研究  

Practical Exploration of the PERSONAL Mode of Multi-agent Collaborative Courses in Community Education——A Case Study of“We Love Our Home”

作　　者：陈莉[1] Chen Li(School of Education,Sichuan Normal University,Chengdu 610066,China)

机构地区：[1]四川师范大学教育科学学院,四川成都610066

出　　处：《继续教育研究》2024年第3期40-47,共8页Continuing Education Research

基　　金：国家社会科学基金“十三五”规划2018年度教育学西部项目“面向高等教育现代化的学习空间创新模式研究”(编号:XIA180290)。

摘　　要：通过对“我爱我家”这一社区自发课程的跟踪调查,发现社区自发课程开发实质上是一个组织学习过程,经过个体直觉、知识解释、知识整合等环节实现组织的制度化学习,在推动学习型无边界组织生成的同时,生成社区教育课程。在这一过程中,政策(policies)支持、专家(expert)指导、区域需求和区域特征(regional)、社区系统(system)、组织化(organization)等多要素叠加发挥作用,通过不断拓展新鲜(new)领域的积极行动(action)整合所有资源,并推动跨越边界的学习(learning)贯穿始终。因此,多主体协同的社区自发课程可以不完全地概括为PERSONAL模式。要以PERSONAL模式发展社区自发课程,需要以学习者为中心,注重发展人际互动,营造有利于跨组织交互学习的教育生态系统。Through a follow-up survey of the community spontaneous curriculum We Love Our Home,it was found that the development of community spontaneous curriculum is essentially an organizational learning process,which involves individual intuition,knowledge interpretation,knowledge integration,and other processes to achieve institutionalized learning,promoting the generation of learning-oriented borderless organizations while generating courses for community education.In this process,policy supporting,expert guidance,regional need and regional character,systematic and organizational elements are combined to play a role,integrating all resources through active actions in constantly expanding new fields and promoting cross-border learning throughout.Therefore,the multi-agent collaborative community spontaneous curriculum can be abbrievated as the PERSONAL mode.To cultivate community spontaneous curriculum,it is necessary to focus on learners and encourage interpersonal interaction,creating an educational ecosystem conducive to cross-organizational interactive learning.

关 键 词：社区自发课程 组织学习 多主体协同 PERSONAL模式 

分 类 号：G77[文化科学—教育学]