Forming a modern-day community with alternative learning environments for absent students-A case study from The Chicago S chool of Sociology

在芝加哥社会学学院关于研究方法的案例研究中，开展了为逃学或旷课的学生创造替代学习环境的实地工作。这项研究的目的是描述替代学习空间中的现实社会环境，并确定界定工作人员角色和替代学习场所本身的关键价值观。儿童的活动包括四个阶段：(1)顺从和解脱(2)参与游戏(3)实现目标和(4)与同伴合作。通过第一阶段到第四阶段，孩子逐渐扩大了活动的深度，从而将另类学习空间与外部世界连接起来。工作人员在学习空间中的角色是在每个阶段发起活动，在出现问题时解决问题，并保持安全和轻松的环境。定义替代学习场所的核心价值观如下：尊重孩子的活动方式和节奏，消除同伴竞争，背离传统的学校模式。替代性教育模式的分类从“向传统教育和替代性教育价值观的转变”的角度考虑了每个学习场所确定的儿童成长路径。确定的三种类别是(1)补充(缩短或延长)、(2)反类型教育和(3)替代教育。

In case studies on research methodology by the Chicago School of Sociology, field work was conducted on creating alternative learning environments for truant or absent students. The purpose of the study was to describe a real-life social setting in alternative learning spaces and to identify the critical values that define the role of staff and the alternative learning place itself. The children's activities comprised four phases :(1) resignation and relief(2) engaging in play(3) goal attainment, and(4) cooperation with peers. The child gradually expands the depth of activity through phases one to four, thus connecting the alternative learning space with the outside world. The staff's role in the learning space is to initiate the activity in each phase, resolve issues as they occur, and maintain a safe and relaxed environment. The core values that define alternative learning places are as follows : respect for the child's activity style and pace, removal of peer competition, and deviation from the traditional school model. The categorization of alternative education models considered the child's growth path, as established by each learning place, from the perspective of "transitioning to and from traditional education and alternative education values."The three categories identified are(1) supplementary(shortened or lengthened),(2) counter type-education, and(3) substitute education.