自组织学习模式在理论与实践中的是与非

发布时间：2018-04-03 00:05

  本文选题：自组织学习模式　切入点：自我组织　出处：《教育理论与实践》2017年10期

【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。
[Abstract]:The real sense of "self-organizing learning" is that each member of the system consciously and actively learns without the interference of external forces, and achieves a highly orderly situation.As an inherent learning quality, self-organized learning is a kind of training, development and even transcendence to the students' learning stamina, rather than the students' free and independent learning behavior.In the reform of graduate education, self-organizing learning is taken for granted by some authorities, and thus is regarded by most people as "self-organization, self-management, anarchism, or even self-learning".This kind of misunderstanding is manifested as: if "teach" should be banned, if "open" should be affirmed, if "interference" should be prohibited, if "innovation" should be supported.In order to introduce self-organization learning into the correct path and maximize its value, it is necessary to distinguish between self-organization learning in theory and practice.
【作者单位】： 南京师范大学课程与教学研究所;
【分类号】：G643
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本文编号：1702711