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Expansive Learning and School System Development : An Activity-Theoretical Intervention Study

扩展学习和学校系统发展: 一项活动理论干预研究

基本信息

批准号：
17330172
负责人：
YAMAZUMI Katsuhiro
金额：
$ 5.89万
依托单位：
Kansai University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17330172/
关键词：
school system development activity theory expansive learning intervention study networks of learning hybrid activity school reform as learning school as societal change agent ノットワーキング(結び目づくり)ハイブリッドな活動システム学びあう学校改革小中連携ネットワークパー

项目摘要

This intervention study is based on a partnership between a university and local elementary schools that also involves other social actors and institutions. These parties are involved in designing and implementing such hybrid and symbiotic forms of activity as children's project-based learning and networks of learning to bridge the gap between school activities and the productive practices of everyday life outside the school. The idea of this intervention is that expanding school activity is carried out not from the inside alone but by creating hybrid and symbiotic activities in the real life-world.The study illuminates and analyzes the emerging new forms of school learning in these hybrid and symbiotic activities for school innovation. Drawing on the framework of activity theory, the study conceptualizes multiple different activity systems that mutually interact for school change. Based on the notion of expansive learning, the intervention evokes and generates the involved participant … More s' critical and creative agency for school reform as collaborative self-organization from below, creating networks of learning transcending the institutional boundaries of the school. This approach is based on bottom-up, reflective communication initiated among people involved in schooling.The intervention in the expansive development must consider the complex learning trajectories of an individual, collective, or whole organization as new emerging objects of education. Such multiple learning trajectories are produced in collaboration among schools, various providers (e.g., universities, experts, workplaces, community organizations), and the learners themselves. The study concludes that a joint engagement and contribution was truly needed for the school, the university, and even the children themselves to collectively generate powerful learning trajectories to connect and reciprocate all the potential resources of learning. The involved partners should be seen as a collective of expansive learners who are willing to make school innovations together to become collaborative change agents. Less

这项干预研究是基于一所大学和当地小学之间的伙伴关系，也涉及其他社会行为者和机构。这些方面参与设计和实施混合和共生形式的活动，如儿童基于项目的学习和学习网络，以弥合学校活动与校外日常生活生产实践之间的差距。这种干预的理念是，扩展学校活动不是从内部进行的，而是通过在真实的生活世界中创造混合和共生的活动来进行的，本研究阐明并分析了在这些混合和共生的活动中出现的新的学校学习形式，以促进学校创新。借鉴活动理论的框架，研究概念化的多个不同的活动系统，相互作用的学校变革。基于扩展性学习的概念，干预唤起并产生参与者 ...更多信息学校改革的关键和创造性机构是自下而上的协作自组织，创造超越学校制度边界的学习网络。这种方法是基于自下而上的，反思性的沟通，在参与学校教育的人之间发起的，在扩展发展的干预必须考虑到个人，集体或整个组织的复杂的学习轨迹作为新的新兴教育对象。这种多种学习轨迹是在学校、各种提供者（例如，大学、专家、工作场所、社区组织）以及学习者本身。该研究的结论是，真正需要学校、大学甚至孩子们自己的共同参与和贡献，共同创造强大的学习轨迹，以连接和回报所有潜在的学习资源。参与的合作伙伴应被视为愿意共同进行学校创新以成为合作变革推动者的广泛学习者的集体。少