Learning in Activity
Learning in Activity
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在活动中学习
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Yrjö Engeström
中科院分区：
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作者：
J. Greeno;Yrjö Engeström
本章讨论了学习科学中的一个研究项目，我称之为“情境研究”。情境教学法的定义性特征是，分析的主要焦点不是关注单个学习者，而是活动系统：包含学习者、教师、课程材料、软件工具和物理环境的复杂社会组织。几十年来，许多心理学家都主张对这些更大的系统进行研究（杜威，1896，1929/1958;勒温，1935，1946/1997;米德，1934;维果茨基，1987），尽管他们仍然处于心理学主流之外，而是专注于个人。情境分析包括关于协调原则的假设，这些原则支持活动系统中的沟通和推理，包括意义和理解的构建。我所指的情境视角的其他术语包括社会文化心理学（科尔，1996;罗格夫，1995）、活动理论（恩格斯特罗姆，1993; 1999）、分布式认知（哈钦斯，1995 a）和生态心理学（吉布森，1979;里德，1996）。我之所以使用“情境”这个术语，是因为我是由一些学者介绍这种观点的，他们把这种观点称为情境行动（Suchman，1985）、情境认知（Lave，1988）或情境学习（Lave & Wenger，1991）。我更喜欢“情境”这个词，它是“视角”、“分析”或“理论”的修饰语，而不是“情境”，它用来修饰“行动”、“认知”或“学习”，因为后一个形容词会引起一种误解：行动、认知或学习的某些实例是情境的，而其他实例则不是。在20世纪80年代和90年代，这些学者和其他人提供了分析，其中认知和学习的概念被重新定位在活动系统的水平。
This chapter discusses a program of research in the learning sciences that I call “situative.” The defining characteristic of a situative approach is that instead of focusing on individual learners, the main focus of analysis is on activity systems : complex social organizations containing learners, teachers, curriculum materials, software tools, and the physical environment. Over the decades, many psychologists have advocated a study of these larger systems (Dewey, 1896, 1929/1958; Lewin, 1935, 1946/1997; Mead, 1934; Vygotsky, 1987), although they remained outside the mainstream of psychology, which instead focused on individuals. Situative analyses include hypotheses about principles of coordination that support communication and reasoning in activity systems, including construction of meaning and understanding. Other terms for the perspective I refer to as situative include sociocultural psychology (Cole, 1996; Rogoff, 1995), activity theory (Engestrom, 1993; 1999), distributed cognition (Hutchins, 1995a), and ecological psychology (Gibson, 1979; Reed, 1996). I use the term “situative” because I was introduced to the perspective by scholars who referred to their perspective as situated action (Suchman, 1985), situated cognition (Lave, 1988), or situated learning (Lave & Wenger, 1991). I prefer the term “situative,” a modifier of “perspective,” “analysis,” or “theory,” to “situated,” used to modify “action,” “cognition,” or “learning,” because the latter adjective invites a misconception: that some instances of action, cognition, or learning are situated and others are not. During the 1980s and 1990s these scholars and others provided analyses in which concepts of cognition and learning are relocated at the level of activity systems.