Sociocultural Psychology and Regulatory Processes in Learning Activity
Sociocultural Psychology and Regulatory Processes in Learning Activity
复制标题
社会文化心理学和学习活动的调节过程
DOI：
10.1017/9781316225226
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Tabitha B. Hart
中科院分区：
文献类型：
--
作者：
Lynda D. Stone;Tabitha B. Hart
我们的世界——包括我们的学习环境——是通过我们与他人的接触而创造、维持和改变的。这是一个社会的、关系的、代理的、创造性的、持续的“使用语境和创造语境”的过程。我们通过控制和指导我们的思想、感情、欲望、行动以及与社会他人的互动来创造这些环境（这些生活的世界），从而创造意义，解决问题，构建知识，并居住在不同的社会身份中。通过这个过程，我们获得了对自己的社会、心理和实践行为的自愿控制，这通常被称为自我调节行为或自我调节学习。强调“自我”并非偶然，因为它反映了作为个体和心理过程的人类发展的主流世界观（Shweder, 1991）。这是一种片面的、唯心主义的人类发展观点，而且这种观点正在改变。目前，在整个社会科学领域，由于维戈茨基（1981,1934 /1986）激进的心理发展文化历史理论和相关的社会文化理论（Barad, 2007; Dewey, 1929/1958; Gibson, 1969, 1986; Mead, 1934/1962; Shotter, 2016），人类发展的关系观正在占据主导地位。关系观将人类思维概念化为位于社会背景下的意义制造过程，由文化制品和符号系统介导，并分布在个人、工具、任务、空间和时间中。向这种关系思维观点的转变需要一种对调节过程的替代方法——一种将人类发展视为个人及其社区共同发展的社会、关系和文化过程的方法，有效地转变了通往有能力的社会和心理自我的道路。
Our worlds – including our learning contexts – are created, maintained, and transformed through our engagement with others. This is a social, relational, agentive, creative, and sustained process of “context using and context creating.” We create these contexts (these lived worlds) by controlling and directing our thoughts, feelings, desires, actions, and interactions with social others to make meaning, to figure out problems, to construct knowledge, and to inhabit diverse social identities. Through this process, we gain voluntary control over our social, psychological, and practical behaviors, which is generally referred to as self-regulated behavior or self-regulated learning. The emphasis on “self” is no accident, as it reflects dominant worldviews of human development as an individual and mental process (Shweder, 1991). This is a one-sided, mentalist view of human development and it is changing. At present, across social sciences, a relational view of human development is taking hold because of Vygotsky’s (1981, 1934/1986) radical cultural-historical theory of psychological development and related social and cultural theories (Barad, 2007; Dewey, 1929/1958; Gibson, 1969, 1986; Mead, 1934/1962; Shotter, 2016). The relational view conceptualizes the human mind as emerging from meaning-making processes situated in social contexts, mediated by cultural artifacts and sign systems, and distributed across individuals, tools, tasks, space, and time. The shift toward this relational view of mind requires an alternative approach to regulatory processes – an approach that sees human development as a social, relational, and cultural process in which individuals and their communities co-develop, effectively transforming the paths toward competent social and psychological selves.
DOI：
10.5860/choice.28-0612
发表时间：
1990
期刊：
--
影响因子：
--
作者：
B. Rogoff
通讯作者：
B. Rogoff
DOI：
--
发表时间：
1996-11
期刊：
The Journal of chemical physics
影响因子：
--
作者：
M. Cole
通讯作者：
M. Cole