Reconstruction of activity theory that support creation of practical knowledge

最近，儿童服务变得多样化。从事儿童工作的组织和人员必须认识到，人们有能力创造知识，并相互增强能力。这项研究的目的是澄清的原因，重新创造的实用知识的人在职业与儿童打交道。在这里，它是不是知识的局外人雄辩地说出了之前和之后的事件。第一个谱系的概念“学校内学习”，第二个谱系“工作活动中学习”，第三个谱系“科学和艺术中学习”的介绍，如Engestrom（1987）的发展研究的活动理论方法所述。而且，“艺术中的学习”被仔细研究。创造实践知识的有用工具是：（1）知识体系，（2）作为互动机会的问题，（3）导致新意识觉醒的情境变化，（4）在实践中增强感性，以及（5）乐 ...更多信息 引发未解决的问题。在通过艺术进行学习时，从学员和保育员的角度来看，与学员“积极参与”有关的问题可以作为教学实践中的一种资源，包括自我循环考试。当学习活动的动机转变为理论参与时，学习者能够参与到超出具体情境的决策中来。培训学院教师的角色在外联中不明确，公共霍尔斯将艺术家送到学校。本研究认为，保育员训练学校的负责人必须承接在妓院学到的东西，并且通常都能成功。戏剧和现代舞的工作坊，通过身体体验，也与保育工作职业的目的和动机重叠。正如Engestrom（1987）所承认和提到的，学习活动的动机在理论上与现实相联系。“艺术中的学习”成为一个交流知识的机会。少

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