自组织学习模式在理论与实践中的是与非
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摘要
真正意义上的"自组织学习"是在没有外界力量干涉的情况下,系统内部各成员自觉主动学习,并且达到一种高度有序的局面。作为一种内在的学习品质,自组织学习是对学生主体学习耐力的一种磨练、发展乃至超越,而不是学生自由随意、盲目独立的学习行为。在研究生教育改革中,自组织学习被一些权威想当然地解释,因而也被大多数人认为是"自我组织、自我管理、无政府主义,甚至就是自主学习"。这种认识上的误区表现为:如若"讲授"就该取缔;如若"开放"就该肯定;如若"干涉"就该禁止;如若"创新"就该支持。践行改革后的研究生教育,为了把自组织学习引入正确的路径,使其价值最大化,有必要分清楚自组织学习在理论与实践中的是与非。
Self-organizing learning in its true sense is a kind of active and conscious study members within the system engage in without the interference of outside forces,which has reached a highly ordered state. As an inherent learning attribute,self-organizing learning is not students' free and blindly independent study,but instead it can sharpen,develop,and even surpass students' learning endurance as learning subjects. In the reform of postgraduate education,the self-organizing learning model is improperly interpreted by authorities,thus it is mistakenly regarded by most people as the"self-organization,self-management,anarchism,and even self-regulated learning". The misunderstanding manifests itself as follows:"professors"should be banned,"openness"should be accepted,"interference"should be prohibited,and"autonomy"should be supported. To lead self-organizing learning back on the right track and maximize its value,we need to make clear the self-organizing learning model's right and wrong in theory and practice after carrying out the reform of postgraduate education.
Self-organizing learning in its true sense is a kind of active and conscious study members within the system engage in without the interference of outside forces,which has reached a highly ordered state. As an inherent learning attribute,self-organizing learning is not students' free and blindly independent study,but instead it can sharpen,develop,and even surpass students' learning endurance as learning subjects. In the reform of postgraduate education,the self-organizing learning model is improperly interpreted by authorities,thus it is mistakenly regarded by most people as the"self-organization,self-management,anarchism,and even self-regulated learning". The misunderstanding manifests itself as follows:"professors"should be banned,"openness"should be accepted,"interference"should be prohibited,and"autonomy"should be supported. To lead self-organizing learning back on the right track and maximize its value,we need to make clear the self-organizing learning model's right and wrong in theory and practice after carrying out the reform of postgraduate education.
引文
[1]王忠厚.从混沌走向协同:课堂教学系统自组织境域研究[D].重庆:西南大学博士学位论文,2011.
[2]吴刚.自组织理论在学校管理中的运用[J].教育探索,2000,(7):28-29.
[3][美]奥苏贝尔等.教育心理学:认知观点[M].余星南,宋钧译.北京:人民教育出版社,1994.24.
[2]吴刚.自组织理论在学校管理中的运用[J].教育探索,2000,(7):28-29.
[3][美]奥苏贝尔等.教育心理学:认知观点[M].余星南,宋钧译.北京:人民教育出版社,1994.24.