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1、如何构建我们的学习共同体,黄 美 贤 2007-10-25,Outline of Presentation,什么是学习共同体？为何要建立学习共同体？如何建立、运作和维持学习共同体？如何建立我们的学习共同体？,What is the Learning Community,什么是学习共同体？,What is the Learning Community,the convergence(汇聚)of learning and communities,What is the Learning Community,共同体的含义：German sociologist Ferdinand Tnnies(滕尼斯
2、)presented a concise differentiation between the terms“community”(Gemeinschaft)and“society”(Gesellschaft).In his 1887 work,Tnnies argued that“community”is perceived to be a tighter(紧密的)and more cohesive（凝聚力的）social entity(社会实体)within the context of the larger society,due to the presence of a“unity o
3、f will(一致的愿景).”He added that family and kinship(血缘关系)were the perfect expressions of community,but that other shared characteristics,such as place or belief,could also result in gemeinschaft.http:/,What is the Learning Community,第一次世界大战以后的20世纪20年代，美国的社会学家把Tnnies的“Ge meinschaft”译为英文的“Community”并很快成为美
4、国社会学的主要概念。http:/,What is the Learning Community,时至今天，信息科技的迅猛发展，各种真实的或虚拟的共同体不断涌现。因此，更需要注重腾尼斯当年提出的共同的本质是“人与人之间的紧密关系，共同的精神意识及对共同体的归属感、认同感”。,What is the Learning Community,学习的含义：until the early 1990s,and consistent with(until then)dominant Piagetian constructivist（建构主义）and information processing paradig
5、ms（信息加工范式）,the individual was the unit of instruction,and the focus of research.http:/,What is the Learning Community,（自90年代以后）researchers and practitioners switched to the idea that knowing and knowledgeability are better thought of as cultural practices（文化的实践/练习）that are exhibited（展现）by practition
6、ers belonging to various communities.http:/,Theories influencing the teaching and instruction,Adopted from Margaret Gredler,”Learning and InstructionTheory into Practice”,What is the Learning Community,“学习共同体”概念的发展历程在教育领域对“共同体”探索的渊源可追溯到杜威的学校概念。博耶尔（Ernest L.Boyer）在1995年发表了题为基础学校：学习的共同体（The basic scho
7、ol:a community of learning）报告，在报告中首次用到了“学习的共同体”的概念。进入90年代以后，学习共同体思想在教育中的应用有了新的发展，不再仅关注学校层面如何成为学习共同体，而是扩展到社会层面的一切学习者如何构建能够促进自身发展的共同体环境。（见备注）,What is the Learning Community,学习共同体的含义：groups of people engaged in intellectual interaction for the purpose of learning.(Patricia Cross，1998)A group of people
8、in an educational context who share common values and beliefs.http:/学习共同体是为完成真实任务问题，学习者与其他人相互依赖、探究、交流和协作的一种学习方式(钟志贤)。,What is the Learning Community,学习共同体的特征：共同信念和愿景学习者分享各自的见解与信息鼓励学习者探究以达到对学习内容的深层理解。学习共同体有两个关键特点：一是分布式专长；二是相互欣赏。钟志贤,What is the Learning Community,Gwyn Edwards根据前人的观点，总结出学习共同体应该具有以下的特质：
9、Shared mission(使命),vision(观点)and values（价值观）Collective inquiry（共同探究）Collaborative teams（团队合作）Action,orientation（方向）and experimentation（实践）Continuous improvement（持续性发展）Dispersed leadership（分布式领导?）,What is the Learning Community,学习型组织的本质特征用两个字概括叫“创造”，用四个字概括叫“持续创造”。（见备注）-peter,Senge（彼得圣吉）,Why we need t
10、o build learning community?,为何要建立学习共同体？,Why we need to build learning community?,“Preferred organizations in the future will be learning organizations.It has been said that people who stop learning stop living.This is also true of organization”Handy,1995,Why we need to build learning community?,“For
11、 instance in higher education institutions,people are interested in LCs because LCs offer hope of making college a more holistic(强调整体的),integrated（融合的）learning experience for students.”Bayshak,Why we need to build learning community?,The reasons for interest in learning communities can be divided in
12、to three broad categories,By Bayshak,Why we need to build learning community?,哲学上Because they are compatible with changing epistemologies(认识论)about the nature of knowledge.科学研究上Because research generally supports their educational benefits.实践中Because they help institutions of higher education meet（适
13、应）their missions of educating students for lives of work service.,By Bayshak,Why we need to build learning community?,Constructivism（建构主义）：The fundamental assumption in the Constructivism view is that knowledge is actively built by learners as they shape and build mental frameworks to make sense of
14、their environment.,By Bayshak,Why we need to build learning community?,Social construction(社会建构理论)：Social construction conceives of knowledge not as something that is transferred in an authoritarian(专制的)structure from teacher to students but rather something that teachers and students work interdepe
15、ndently to develop.,By Bayshak,Why we need to build learning community?,学习共同体(Learning Community)，是发展中的一种教学隐喻，它直接与建构主义中“学习是知识的社会协商”这一学习隐喻相对应。其理论假设是社会建构主义和分布式认知（见备注），强调知识的社会性特征，知识是分布或存在于团队共同体中。钟志贤,Why we need to build learning community?,Research on learning outcomesResearch on cognition and motivati
16、onDevelopmental Research and theory,By Bayshak,Therefore developmetalists have much in common with social constructionists:both believe that the individual and the environment interact in a continuing dialogue（持续的交流）that leads to new organization or knowledge and new perceptions of experience.（对实践的新
17、理解）,By Bayshak,Why we need to build learning community?,实践中 理解和建构知识，而不是记忆知识 培养批判性思维 培养多角度看问题的能力 培养解决问题的能力 培养团队合作能力 培养适应当前与未来社会的人才,How to build learning community?,如何建立、运作和维持学习共同体？John E.Sawyer提出的模型,How to build learning community?,Forming建立,Storming讨论,Norming建制,Performing实施,Why work in groups?What a
18、re we supposed to accomplish?,Define tasksDetermine skills neededWhat jobs must we cover?What will I contribute?,How are we going to work together?How do we expect each otherto behave?,OK,lets get it doneHow are we doing?,该模型提出者是 John E.Sawyer.,How to build learning community?-Forming,Forming建立,Deve
19、lop goals/objectivesGet a commitment(设立目标，承担承诺),建立团队,Why groups?为何要建立团队,Goals for group action团队的目标,Group structure 团队的结构,Objectives(Observable/measurable outcomes of group action)目的（可观察的或可测量的团队行动结果）,How to build learning community?-Forming,Why groups?,Committed to it based on research and observati
20、on（基于研究和观察的支持）Simulates the“real world”-use of teamsLearn better when actively involvedWork in groups and teach each otherLearn more fully and with less effortLearn in context,How to build learning community?-Forming,Goals for group action,Improve research skills Active involvement in the literature
21、(参与文章的写作)Improve oral and written communication skillsImprove team skillsLearn information together,How to build learning community?-Forming,Group structure(Homogeneous(相似的),Heterogeneous(相异的):Based on what dimensions?,Mixture of majorsGender mixExperience in groupsGradesKolb Learning Style Inventor
22、y,Random,How to build learning community?-Forming,Objectives(Observable/measurable outcomes of group action),Improve writingSatisfactory learning of course contentSatisfaction with the courseMore in depth learning,How to build learning community?,How to build learning community?,Forming建立,Storming讨论
23、,Why work in groups?What are we supposed toaccomplish?,Define tasksDetermine skills neededWhat jobs must we cover?What will I contribute?,任务与分工,Group tasks Member roles,Organize discussion讨论Discussion Leader,Generate learning issues产生主题 Everyone,Keep a record of discussions 记录 Recorder/scribe,Write
24、up conclusions 总结 Reporter,Keep discussion on track？Focuser,Analyze process 分析 Reflector,Identify resources 寻找资源 Everyone,Conduct research 实施 Everyone,Skeptic/Devils Advocate怀疑论者Encourager,Offer a dissenting opinion提反对意见Bring goodies提正面意见,How to build learning community?,Forming建立,Storming讨论,Norming
25、建制,How are we going to work together?How do we expect each otherto behave?,建立制度,Common norms Non-negotiables Reasons Consequences,Attendance No exceptions There is a gap in Member receives mandatory 不接受解释 responsibility zero points for必须出席 when a group missed assignment member is absent,Participatio
26、n No exceptions Fulfilling roleAfter 3 missed group responsibility assignments,the promotes member is ejected the development of from the group.the individual group members.Dialogue ejected from the members.Dialogue strengthens&solidifies the group.,建立制度,Common norms Non-negotiables Reasons Conseque
27、nces,Courtesy No exceptions Lack of civility Determined by谦虚，礼貌 causes dissension individual group within the group 不谦虚会引发团队 内部冲突,Research No exceptions Need to develop No sharing of responsibility research skills group work.研究的责任 If occurs two times,eject,Confidentiality机密性Listening聆听,How to build
28、learning community?,Forming建立,Storming讨论,Norming建制,Performing实施,OK,lets get it doneHow are we doing?,Performance Monitoring,Feedback,and Consequences监督、反馈和结果（评价）,Performance monitoring Feedback Consequences,Method When Who Method When Who Method Who,Oral constructive After Group Verbal During Groupc
29、riticism of peers each members suggestions for class membersand self group performance session assignment Improvement,Written peer&self 2 times Group Written summary 2 x Instructor Used in Instructorevaluation members assessment of final grade,Course evaluation-1 time Students Oral response 1 x Inst
30、ructor May modify Instructor written-mid term expectations,Forming,Storming,Norming,Performing,合作性学习的五个要素,Element Implementation,Positive Interdependence积极互助,Face-to-face Interaction面对面的交流,Individual Accountability个人的义务,Collaborative skills合作的技巧,Group Processing团队的配合,学习担任不同的角色学会齐心协力做事,共同回顾研究报告、共享资源互
31、相修改作业、头脑风暴,做研究，向团队提交报告,定期会议,每人负责不同的学习主题；有责任彼此分享信息和互相学习,上图是用MindManager Pro7制作,我的学习体会如何构建我们的学习共同体,Answers网上有关learning community的资料http:/百度百科上有关学习型组织的资料http:/Gwyn Edwards,Creating Professional Learning Communities(PPT)John E.Sawyer,Group-Strategies to make them work(PPT)Maryam Bayshak,What is a learning Community?(PPT),参考资料：,感谢大家的聆听！,
