情境学习理论视野下的教师阅读探析
On Teacher’s Reading from the Perspective of Situated Learning Theory
  
DOI:
中文关键词:  情境学习理论;教师阅读;实践共同体;合法的边缘性参与;学徒制
英文关键词:situated learning theory, teacher’s reading, practice community, legitimate peripheral participation, apprenticeship
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作者单位
吕长生 华东师范大学 
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中文摘要:
      教师阅读作为促进教师专业发展的一种学习方式,从情境学习理论的视角对其分析将提供一个全新的研究视角。在人类学视野中,情境学习理论强调的核心要点主要包括实践共同体、合法的边缘性参与以及学徒制。运用这些核心要点来对教师阅读进行分析,教师阅读呈现出以下特性:教师阅读的性质是在实践共同体中参与;指向是在“合法的边缘性参与”中发展;方式是建立学徒制的关系。对这些特性进行分析,对教师阅读实践有着重要的启示作用。
英文摘要:
      Teacher’s reading is a way of improving teacher’s professional development, and analyzing it from the perspective of situated learning theory can provide a new viewpoint for research. In the field of anthropology, the situated learning theory consists of three points: practice community, legitimate peripheral participation and apprenticeship. Applying these points into teacher’s reading, the features of teacher’s reading includes the following ideas: first, the nature of teacher’s reading is to take part in the practice community; second, the direction of teacher’s reading improves teacher’s professional development in the legitimate peripheral participation; third, the way of teacher’s reading is to build the apprenticeship. There are important implications to the practice of teacher’s reading by analyzing these features.
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