全球教育展望

本文作者从自己作为指导教师所面临的个人困惑出发,借鉴"合法的边缘性参与"这一概念,力图解释,为什么很多初学者(实习生、研究生、访问学者)在正式的学校环境中难以达到预期的学习效果。虽然这些学习者具有"合法"的成员资格,处于共同体"边缘"的位置,但如果他们不积极"参与"(不投入),或者缺乏实践共同体所要求的对共同事业的追求,或者不具备必要的知识"经验库",他们都会陷入学习的困境,难以获得理想的效果。通过对具体实例的分析,本文拓展了"合法的边缘性参与"这一概念的原有内涵和实施条件,为各类教育者理解初学者的学习困境、学校学习的特点、师徒关系和学习共同体对学生学习的影响等问题提供了思路。

Based on her own personal puzzlement as a mentor,the author makes use of the construct "legitimate peripheral participation"in interpreting why many beginning learners( intern students, graduate students,and visiting scholars) can not achieve what is expected of them in formal schooling. They have obtained"legitimate"membership,and situated at a "peripheral"position in the community. However,if they do not"participate"actively,i. e. no"mutual investment",or they do not have the passion to pursuit the"common enterprise"of the community of practice,or they do not possess the necessary knowledge"repertoires",they will fall into the learning dilemma and can not learn well. Through analysis of some examples,the author extends the connotation of the construct of"legitimate peripheral participation"and its conditions for implementation,as well as providing some thoughts for understanding the learning dilemma of beginning learners,the features of formal schooling,and the impact of apprenticeship and learning communities on student learning.