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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 Tnn
2、ies(滕尼斯) 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
3、presence of a “unity of 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:/ 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
4、”译为英文的“Community”并很快成为美国社会学的主要概念。 http:/ 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 infor
5、mation processing paradigms（信息加工范式）, the individual was the unit of instruction, and the focus of research. http:/ 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 ex
6、hibited（展现） by practitioners belonging to various communities. http:/ 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：
7、学习的共同体（The basic school: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
8、 ，1998) A group of people 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
9、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： 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
10、续创造”。（见备注） -peter, Senge （彼得圣吉 ）,Why we need to 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 ,1
11、995,Why we need to build learning community?,“ For 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
12、for interest in learning communities can be divided into 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
13、Because they help institutions of higher education meet（适应） 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
14、as they shape and build mental frameworks to make sense of 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 b
15、ut rather something that teachers and students work interdependently 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?,
16、Research on learning outcomes Research on cognition and motivation Developmental 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
17、 organization or knowledge and new perceptions of experience.（对实践的新理解）,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?,
18、Forming建立,Storming讨论,Norming建制,Performing实施,Why work in groups? What are we supposed to accomplish?,Define tasks Determine skills needed What jobs must we cover? What will I contribute?,How are we going to work together? How do we expect each other to behave?,OK, lets get it done How are we doing?,该
19、模型提出者是 John E. Sawyer.,How to build learning community?-Forming,Forming建立,Develop goals/objectives Get 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 lea
20、rning community?-Forming,Why groups?,Committed to it based on research and observation（基于研究和观察的支持） Simulates the “real world” - use of teams Learn better when actively involved Work in groups and teach each other Learn more fully and with less effort Learn in context,How to build learning community?
21、 -Forming,Goals for group action,Improve research skills Active involvement in the literature(参与文章的写作) Improve oral and written communication skills Improve team skills Learn information together,How to build learning community? -Forming,Group structure (Homogeneous(相似的), Heterogeneous(相异的): Based o
22、n what dimensions?,Mixture of majors Gender mix Experience in groups Grades Kolb Learning Style Inventory,Random,How to build learning community?-Forming,Objectives (Observable/measurable outcomes of group action),Improve writing Satisfactory learning of course content Satisfaction with the course M
23、ore in depth learning,How to build learning community?,How to build learning community?,Forming建立,Storming讨论,Why work in groups? What are we supposed to accomplish?,Define tasks Determine skills needed What jobs must we cover? What will I contribute?,任务与分工,Group tasks Member roles,Organize discussio
24、n讨论 Discussion Leader,Generate learning issues产生主题 Everyone,Keep a record of discussions 记录 Recorder/scribe,Write 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 Enco
25、urager,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建制,How are we going to work together? How do we expect each other to behave?,建立制度,Common norms Non-negotiables Reasons Consequences,Attendance No exceptions There is a gap in Membe
26、r receives mandatory 不接受解释 responsibility zero points for 必须出席 when a group missed assignment member is absent,Participation No exceptions Fulfilling role After 3 missed group responsibility assignments, the promotes member is ejected the development of from the group. the individual group members.
27、Dialogue ejected from the members. Dialogue strengthens & solidifies the group.,建立制度,Common norms Non-negotiables Reasons Consequences,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
28、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 learning community?,Forming建立,Storming讨论,Norming建制,Performing实施,OK, lets get it done How are we doing?,Performance Monitoring, Feedback, and Consequences 监督、反馈和结果（评
29、价）,Performance monitoring Feedback Consequences,Method When Who Method When Who Method Who,Oral constructive After Group Verbal During Group criticism of peers each members suggestions for class members and self group performance session assignment Improvement,Written peer & self 2 times Group Writt
30、en summary 2 x Instructor Used in Instructor evaluation members assessment of final grade,Course evaluation - 1 time Students Oral response 1 x Instructor May modify Instructor written - mid term expectations,Forming,Storming,Norming,Performing,合作性学习的五个要素,Element Implementation,Positive Interdepende
31、nce 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:/ 钟志贤，知识建构、学习共同体与互动概念的理解http:/ 百度百科上有关学习型组织的资料http:/ 学习共同体理论渊源 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！,