The Cambridge Handbook of Expertise and Expert Performance: Observation of Work Practices in Natural Settings
The Cambridge Handbook of Expertise and Expert Performance: Observation of Work Practices in Natural Settings
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剑桥专业知识和专家绩效手册：自然环境中工作实践的观察
DOI：
10.1017/cbo9780511816796.008
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
W. Clancey
中科院分区：
文献类型：
--
作者：
W. Clancey
草案，请不要引用。什么是自然环境中的实践？通过观察人们在日常环境中的工作（Rogoff & Lave，1984），观察不同环境下的活动，我们可以研究和记录工作实践。本章介绍了在日常（或自然）环境中观察工作实践的理论框架和方法，以改进工作的完成方式。每一种环境对经常光顾的人来说都是“自然的“。实验室对一些科学家来说是自然的，而探险大本营对另一些人来说是自然的。这里提供的框架适用于任何环境，包括学校操场、教堂、州际公路等，但我们关注的是工作场所，人们试图完成一些工作，他们已经做好了准备，并且有足够的经验被其他人认可为专家。这可以与研究日常生活中的人对日常生活的专家形成对比（例如，跳绳、开车）或实验室里研究人员故意安排的项目。我们广泛地看待自然环境：我们认为教师在一个社区的学校，而不仅仅是一个教室。我们试图抓住一个完整的地方，以及它的嵌套背景：我们研究的不是病人检查室的医生，而是诊所，包括候诊室。启发式地，我们将专家的表演视为一出戏，识别舞台，“行为”，角色和观众。但我们也认为这部剧有一段历史，其性质在今天的表演中正在发生变化：演员的长期动机是什么？这种表现如何受到更广泛的实践社区的挑战或影响（Wenger 1998）（例如，其他诊所和护士）？我们还询问更多关于演出的时间表和流程的本地信息：人们如何准备，谁帮助他们（想想演员），他们如何获得关于今天3工作的信息，他们何时何地回顾和计划他们的工作，活动如何安排？我们寻找非正式的地方和后台角色--后台和准备区、调度员、看门人和支持人员。所有这些都是完成工作的专业知识的一部分，如果要回答关于工作的基本问题，所有的部分和贡献都需要被识别出来：是什么影响了这项工作的质量？它的成功原因何在？作为一种启发，为了...
Draft, please do not cite. What are Practices in a Natural Setting? By watching people at work in everyday settings (Rogoff & Lave 1984), observing activities over time in different circumstances, we can study and document work practices. This chapter introduces a theoretical framework and methods for observing work practices in everyday (or natural) settings, in a manner that enables improving how the work is done. Every setting is " natural " for the people who frequent it. A laboratory is natural for some scientists, while expedition base camps are natural for others. The framework provided here is applicable to any setting, including school playgrounds, churches, interstate highways, and so on. But we focus on workplaces, where people are attempting to get some work done, for which they have been prepared, and have sufficient experience to be acknowledged as experts by other people with whom they interact. This can be contrasted with studies of everyday people being expert at everyday things (e.g., jumping rope, car driving) or events purposely arranged by a researcher in a laboratory. We view natural settings broadly: We consider a teacher in a school within a community, not just a classroom. We seek to grasp an entire place, with its nested contexts: Rather than focusing on a physician in a patient exam room, we study the clinic, including the waiting room. Heuristically, we view an expert's performance as a play, identifying the stage, the " acts, " roles, and the audience. But we also view the play as having a history, whose nature is changing in today's performance: What are the actors' long-term motives? How is this performance challenging or influenced by the broader community of practice (Wenger 1998) (e.g., other clinics and nurses)? We also inquire more locally about the chronology and flow of a performance: How do people prepare, who assists them (think of actors), how do they get information about today's 3 work, when and where do they review and plan their work, how are events scheduled? We look for informal places and offstage roles—backrooms and preparation areas, dispatchers, janitors, and support personnel. All of this is part of the expertise of getting a job done, and all of the parts and contributions need to be identified if the fundamental question about work is to be answered: What affects the quality of this performance? What accounts for its success? As a heuristic, to …