马尔科姆·诺尔斯成人自我导向学习思想研究
摘要
对于学习和研究教育史的人来说,马尔科姆·诺尔斯这个名字无疑具有极强的吸引力。他是公认的二十世纪美国乃至世界最负盛名的成人教育家。在诺尔斯建立的庞大的成人教育体系中,对成人自我导向学习的思考和探索是一个不可缺少的重要组成部分,但由于长期以来重普通教育的传统观点,人们对诺尔斯的成人自我导向学习思想的重视和研究的关注程度并不够。本研究大量搜集、占有和领会了诺尔斯对成人教育尤其是成人自我导向学习的有关论述资料,广泛借鉴国内外现有的对诺尔斯成人自我导向学习思想的研究成果,对诺尔斯的成人自我导向学习思想进行了专门、深入、全面、系统的审视和梳理,试图勾勒出诺尔斯成人自我导向学习思想的基本轮廓。
论文共分四部分。第一部分从三个方面揭示了诺尔斯自我导向学习思想的基础:时代背景:技术革新的推动,经济结构变化,闲暇时间增多;个人学习与工作背景:回流教育的典范,早年活动,进行成人教育的民主行动等;哲学根基:人本主义,进步主义,存在主义与行为主义。
论文的第二部分详细阐述了诺尔斯的自我导向学习思想。其主要内容体现在五个方面:对成人、成人教育与成人自我导向学习的概念界定;关于成人学习者的四个假设,即自我概念的转化,经验的改造,角色的配合,学习内容“问题化”;成人自我导向学习的步骤,自我导向学习的必要性、条件、原则及方式以及诺尔斯的自我导向学习思想的主要特征:学习过程的实践性,学习理念的人本性,成人教师的特殊性。
论文的第三部分对诺尔斯的成人自我导向学习思想作出了简明、客观的评价。论文的第四部分探讨了诺尔斯的成人自我导向学习思想的借鉴意义,即树立以人为主体的成人教育观念,变革成人教育模式,让经验参与学习,加强成人教学内容的实用性,培养自我导向学习的能力,帮助成人认同和发展社会角色,掌握角色技术。
Malcolm Shepherd Knowles is an attractive figure to those who study and major in history of education. Knowles is a well-known andragogist in the US and in the world in the 20th century.It is a basic research topic to study the adult self-directed learning of Knowles.In the great system of andragogy set up by Knowles,the speculation and exploration about adult self-directed learning is a necessary and important part. Anyhow, due to the traditional ideals to give superiority to common education and pay less attention to adult education , especially the theory of self-directed learning by Knowles. In this paper , by collecting and understanding a great many documents and materials , learning from the study achievements in the same field at home and broad , the writer tries to draw an outline of Knowles’adult self-directed learning theory through undertaking a specialized , complete , deep and systematic study on it.
This thesis is divided into four parts. The first part discusses the thought base of Knowles’adult self-directed learning theory . Background comes first , which includes the motivation of the technological innovation , the change of economic structure and the increase of leisure time ; Then practical start comes next , which is the model of return education , his activities in his early years , practicing adult education and so on. The philosophy basis comes last , which contains humanism , progressivism , existencism and behaviorism.
The second part analyzes Knowles’adult self-directed learning ideas in greater detail. This part consists of five aspects as follows: his defination about the conception of adult , andragogy and adult self-directed learning ; four assumptions about adult learners , which contain the shift of self-concept , the innovation of experience , matching the roles and“problem-centered”learning contents ; the process of adult self-directed learning ,the necessity, principles and methods of Knowles’adult self-directed learning theory and the features of his theory . They are as follows : praticalism of his learning process , humanism of his learning ideals and particularity of adult teachers.
In the third part of the paper , the writer gives a brief and objective appraisal to the contributions and limitations of Knowles’adult self-directed learning theory . And the last part of the paper inquires into the significance of his theory . They are as follows : to establish a human concept of the adult education , change adult education mode , give experience in learning , strengthen the practicality of teaching adult contents , cultivate the abilities of adult self-directed learning and , help adults recognize and develop their social roles to grasp their role technology.
论文共分四部分。第一部分从三个方面揭示了诺尔斯自我导向学习思想的基础:时代背景:技术革新的推动,经济结构变化,闲暇时间增多;个人学习与工作背景:回流教育的典范,早年活动,进行成人教育的民主行动等;哲学根基:人本主义,进步主义,存在主义与行为主义。
论文的第二部分详细阐述了诺尔斯的自我导向学习思想。其主要内容体现在五个方面:对成人、成人教育与成人自我导向学习的概念界定;关于成人学习者的四个假设,即自我概念的转化,经验的改造,角色的配合,学习内容“问题化”;成人自我导向学习的步骤,自我导向学习的必要性、条件、原则及方式以及诺尔斯的自我导向学习思想的主要特征:学习过程的实践性,学习理念的人本性,成人教师的特殊性。
论文的第三部分对诺尔斯的成人自我导向学习思想作出了简明、客观的评价。论文的第四部分探讨了诺尔斯的成人自我导向学习思想的借鉴意义,即树立以人为主体的成人教育观念,变革成人教育模式,让经验参与学习,加强成人教学内容的实用性,培养自我导向学习的能力,帮助成人认同和发展社会角色,掌握角色技术。
Malcolm Shepherd Knowles is an attractive figure to those who study and major in history of education. Knowles is a well-known andragogist in the US and in the world in the 20th century.It is a basic research topic to study the adult self-directed learning of Knowles.In the great system of andragogy set up by Knowles,the speculation and exploration about adult self-directed learning is a necessary and important part. Anyhow, due to the traditional ideals to give superiority to common education and pay less attention to adult education , especially the theory of self-directed learning by Knowles. In this paper , by collecting and understanding a great many documents and materials , learning from the study achievements in the same field at home and broad , the writer tries to draw an outline of Knowles’adult self-directed learning theory through undertaking a specialized , complete , deep and systematic study on it.
This thesis is divided into four parts. The first part discusses the thought base of Knowles’adult self-directed learning theory . Background comes first , which includes the motivation of the technological innovation , the change of economic structure and the increase of leisure time ; Then practical start comes next , which is the model of return education , his activities in his early years , practicing adult education and so on. The philosophy basis comes last , which contains humanism , progressivism , existencism and behaviorism.
The second part analyzes Knowles’adult self-directed learning ideas in greater detail. This part consists of five aspects as follows: his defination about the conception of adult , andragogy and adult self-directed learning ; four assumptions about adult learners , which contain the shift of self-concept , the innovation of experience , matching the roles and“problem-centered”learning contents ; the process of adult self-directed learning ,the necessity, principles and methods of Knowles’adult self-directed learning theory and the features of his theory . They are as follows : praticalism of his learning process , humanism of his learning ideals and particularity of adult teachers.
In the third part of the paper , the writer gives a brief and objective appraisal to the contributions and limitations of Knowles’adult self-directed learning theory . And the last part of the paper inquires into the significance of his theory . They are as follows : to establish a human concept of the adult education , change adult education mode , give experience in learning , strengthen the practicality of teaching adult contents , cultivate the abilities of adult self-directed learning and , help adults recognize and develop their social roles to grasp their role technology.
引文
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③[美]达肯沃尔德·梅里安著,刘宪之,廉延梓、刘海朋译.成人教育———实践的基础[M].北京:教育科学出版社,1986:13.
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②http://www.ericfacility/databases/ERIC Digests/ed459458.html.
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② Anita Malinin.Towards the essence of adult experiential learning : a reading of the theories of Knowles, Kolb. Jyvaskyla University Printing House , Jyvaskyla 2000,p75.
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①选自 Knowles , M.S . Self-directed Learning .Chicago:Follett,1975.
①Robert J . Havighurst.Developmental Tasks and Education .New Y ork : David Mckay Co. 1961,p2.
①Timothy G. Hatcher .Ins ﹠Outs of Self-Directed Learning[L].Training﹠Development,February 1997,p36.
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①选自 Knowles , M.S.Self-directed Learning .Chicago:Follett,1975.
①选自 Knowles , M.S . Self-directed Learning . Chicago:Follett ,1975.
①转引魏光丽.工作场所实行自我导向学习的研究[J].华东师范大学,2007.
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①Anita Malinin.Towards the essence of adult experiential learning : a reading of the theories of Knowles, Kolb. Jyvaskyla University Printing House ,Jyvaskyla 2000,112.
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① Timothy G. Hatcher . Ins ﹠Outs of Self-Directed Learning.Training﹠Development,February 1997. p37.
② Timothy G. Hatcher . Ins ﹠Outs of Self-Directed Learning.Training﹠Development,February 1997. p37.
③Timothy G. Hatcher .Ins ﹠Outs of Self-Directed Learning.Training﹠Development,February 1997.
①Timothy G. Hatcher .Ins ﹠Outs of Self-Directed Learning.Training﹠Development,February 1997.
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