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Reconstruction of activity theory that support creation of practical knowledge

重建支持实践知识创造的活动理论

基本信息

批准号：
20530789
负责人：
HATSUKADE Satomi
金额：
$ 2.58万
依托单位：
Yasuda Women's College
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2008
资助国家：
日本
起止时间：
2008 至 2010
项目状态：
已结题

项目摘要

Recently, child services have become diversified. It is necessary for organizations and people working with children to realize that people have the ability to create knowledge and empower each other. The purpose of this study was to clarify the causes of re-creating practical knowledge for people in occupations dealing with children. Here, it is not knowledge of the outsider eloquently spoken before and after the event. The concept of the first lineage 'Learning within school,' the second lineage 'Learning within work activity,' the third lineage 'Learning within science and art' is introduced as described in the Activity-Theoretical Approach to Developmental Research by Engestrom (1987). And, "Learning within art" is closely examined. Useful tools in the creation of practical knowledge are : (1) A system of knowledge, (2) Questions that are opportunities for interactions, (3) Situational changes leading to a new sense of awakening, (4) Empowerment sensibility in practice," and (5) Le … More arning unsolved problems. When learning through art, problems related to the trainee's "positive participation" could be used in the teaching practice as a resource that includes self-recurrent examinations, from the standpoint of both the trainee and the childcare worker. The learner is able to participate in decision-making that exceeds the specific situation, when the motive of the learning activity changes to theoretical participation.Training college teacher's role is not clear in the outreach, which public halls send artists to schools. This study insists the person in charge at the childcare-worker training school must undertake what is learned in the whorkshop, and succeed all usually.Workshops in Drama and contemporary dance, which are experienced through the body, also overlap with the object and motives of the profession of childcare work. As has been recognized and mentioned by Engestrom (1987), the motive of learning activities is theoretically related to reality. "Learning within art" becomes a chance to cause an exchange of knowledge. Less

最近，儿童服务变得多样化。对于从事儿童工作的组织和人员来说，有必要认识到人们有创造知识和相互赋能的能力。这项研究的目的是阐明在与儿童打交道的职业中重新创造实用知识的原因。在这里，这并不是对事件前后雄辩的局外人的了解。第一个谱系“在学校里学习”、第二个谱系“在工作活动中学习”、第三个谱系“在科学和艺术中学习”的概念如Engestrom(1987)的《发展研究的活动理论方法》中所描述的那样被引入。而且，“在艺术中学习”也受到了仔细的审视。创造实用知识的有用工具是：(1)知识体系，(2)作为互动机会的问题，(3)导致新觉醒的情境变化，(4)实践中的赋权敏感性，以及(5)Le…更多阿宁未解决的问题。在通过艺术学习时，从受训者和幼儿工作者的角度来看，与受训者“积极参与”有关的问题可以作为一种资源用于教学实践，其中包括自我重复的考试。当学习活动的动机转变为理论参与时，学习者能够参与超出特定情况的决策；培训高校教师在外展中的角色不明确，哪些公共场所将艺术家送到学校。这项研究坚持认为，托儿培训学校的负责人必须承担在妓院学到的东西，并通常成功。戏剧和现代舞的工作场所，通过身体体验，也与托儿工作的职业对象和动机重叠。正如Engestrom(1987)所承认和提到的那样，学习活动的动机在理论上是与现实相关的。“在艺术中学习”成为一种交流知识的机会。较少

项目成果

期刊论文数量（0）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

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放松与沟通II（讲师：Kidatsuyoshi）

DOI：
发表时间：
2009
期刊：
影响因子：
0
作者：
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DOI：
发表时间：
2008
期刊：
影响因子：
0
作者：
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通讯作者：
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