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的研究方法个案研究中，进行了实地工作，为逃学或缺席的学生创造替代性的学习环境。这项研究的目的是描述一个现实生活中的替代学习空间的社会环境，并确定关键的价值观，确定工作人员的作用和替代学习场所本身。儿童的活动包括四个阶段：（1）辞职和救济（2）参与游戏（3）目标实现，（4）与同伴合作。孩子通过第一到第四阶段逐渐扩大活动的深度，从而将替代学习空间与外部世界联系起来。工作人员在学习空间中的作用是在每个阶段发起活动，解决出现的问题，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：尊重儿童的活动方式和节奏，消除同龄人竞争，并偏离传统的学校模式。对替代教育模式的分类从“向传统教育和替代教育价值观过渡和从传统教育和替代教育价值观过渡”的角度考虑了每个学习场所确定的儿童成长道路。“确定的三个类别是（1）补充教育（缩短或延长），（2）柜台式教育，（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.