Activity Theory and the Transformation of Pedagogic Practice.
Activity Theory and the Transformation of Pedagogic Practice.
复制标题
DOI：
10.7571/esjkyoiku.1.77
复制
发表时间：
2006-12
期刊：
影响因子：
--
通讯作者：
K. Yamazumi
中科院分区：
文献类型：
--
作者：
K. Yamazumi
今天，工作和其他社会实践正在经历从基于大规模生产的系统向基于组织之间的网络、协作和伙伴关系的新系统的加速范式转变。这种转变需要在教育、学习和发展领域建立新的范式。随着人类活动迅速转变为不同文化组织之间的网络和伙伴关系，我们需要问自己，学校和其他行为者是否有能力为人们做好准备。我们还需要思考什么样的学习可以在学习者中产生批判性和创造性的能动性。这种机构将帮助人们塑造自己的生活和未来。在本文中，我讨论了潜在的文化历史活动理论分析和重新设计新的，扩大学校的教学实践。将第三代活动理论应用于教学实践，我认为，正在改变学校教学活动结构的新形式的扩展性学习可以发生在超越学校制度边界的先进学习网络中，将其转变为社会变革的推动者。为了具体化扩展性学习的概念，作为一种新的教育形式，在这种形式中，跨越边界的学习网络和学校不断变化的代理角色出现了，我将说明和分析一个名为新学校的儿童课后活动项目：一个多活动的合作，其中大学，小学，家庭，校外的专家小组和社区组织合作，建立先进的学习网络。在新学校项目的基础上，将讨论在教学实践领域中尝试创建混合活动系统的扩展性学习的新景观，沿着其可持续性。我认为，通过这样的协作奋进，参与者可以有动力参与塑造和维持协作学习及其自身的发展。
Today, work and other societal practices are experiencing accelerating paradigm shifts from mass-production-based systems toward new systems based on networking between organizations, collaboration, and partnerships. This shift requires new paradigms in the fields of education, learning, and develop ment. As human activity quickly changes to networking and partnering among diverse cultural organizations, we need to ask ourselves whether schools and other actors are equipped to prepare people for such practices. We also need to think about what kind of learning can generate critical and creative agency among learners. Such agency will help people shape their own lives and future. In this paper, I discuss the potential offered by cultural-historical activity theory for analyzing and redesigning new, expanded pedagogic practices in schools. Putting the third generation of activity theory to pedagogic practice, I propose that new forms of expansive learning that are transforming pedagogic activity structures in schools can occur in advanced networks of learning that transcend institutional boundaries of schools, turning them into societal agents of change. To concretize the notion of expansive learning as one new form of pedagogy in which boundary-crossing networks of learning and the changing agent role of schools emerge, I will illustrate and analyze a children’s after-school activity project called New School: a multi-activity collaboration in which a university, an elementary school, families, and expert groups and community organizations outside the school cooperate to create advanced learning networks. Based on the New School project, a new landscape of expansive learning in the field of pedagogic practices that attempts to create a hybrid activity system will be discussed, along with its sustainability. I will argue that through such a collaborative endeavor, participants can be motivated to engage in shaping and sustaining collaborative learning and their own development.