成人非正式学习的研究

发布时间：2018-07-10 15:36

本文选题：成人 + 非正式学习　；参考：《华东师范大学》2011年博士论文

【摘要】：学习,往往是以其规制性、选拔性的学生体验和未来功能导向、回报性的职业发展诉求存在于成人世界中的。对于成人而言,与学习联系在一起的大抵是各种以获取文凭或证书为明确目的而进行的成人教育。以学校为代表的正式教育机构不但垄断了大部分的成人学习资源、规定了成人学习内容、闭锁了成人学习空间,而且错置了成人基础的学习观,甚而规制了成人本身。然而,学习不是一定要以这样的样态出现在成人的生活和认识之中。非正式学习的理念正是要为成人带来不一样的学习观念和学习世界。从二十世纪初的杜威、诺尔斯、林德曼等人的教育思想与实践到二十世纪末的马席克和瓦特金斯的深入研究,之间诸多研究者提出了自己对非正式学习的界定,他们的界定可以被分为两大类别,一类将正式学习和非正式学习进行描述性区分,另一类则讨论统一学习概念下的正式性与非正式性。但是无论哪一种界定,其非正式一方面都强调了学习者在学习中的掌控权的增加。从二十世纪六十年代起,美国、加拿大、澳大利亚等国都进行了大规模的成人非正式学习调查和研究,反复证实了成人非正式学习的普遍性、活跃性和多样性。这些调查和研究丰富了非正式学习研究的根基和传统,而其中马席克和瓦特金斯等人对非正式学习的内部规律和增进方式进行的探索则尤为系统和深入。在学校的围墙之外,非正式学习每时每刻都在发生着,其发生的频度和品质也影响了成人生活的丰富程度。而将非正式学习与成人发展和社会进步联系在一起,才能体现非正式学习的人类意义。非正式学习能够与成人的各种生活经历交织在一起,与其生活的具体环境融合在一起,与其在社会中所扮演的某些角色嵌构在一起。非正式学习在生活中自然地拼合一个完整的人,使其作为有生活灵性的个体成长。这种完整性秉承了与占有观相异的生存观,对人性体现出时时刻刻的关切和崇扬,从而形塑了成人鲜活完整的生活。同时,非正式学习还能够使成人不断有能力面对其一生所要完成的各种社会角色,在个人生命历程与社会发展历程的交错坐标中发现自我、实现自我和解放自我。非正式学习的过程和结果都会直接影响到成人的行为,因而有着深广的社会意义。社会之所以成型,是因为其内部形成了紧密的联通机制。如果学习成为了一个社会的基本特征,以至于将这个社会定义为学习型社会,那么学习就应当体现在社会的各个元素内部以及元素之间的联通上。一个发展比较成熟的文明自然会产生出多元化的学习诉求,这些诉求标志着人类的进步,也是一个繁荣的学习型社会的特征。非正式学习使得这些存在于各个时空内的多元诉求有可能呈现和表达,形成人与人之间、人与组织之间的沟通,从而使学习型社会自下而上、由内而外地构建,有了这样的内部联通、互动机制,社会才有可能成为真正意义上的学习型社会。 2009年,英国政府的创新、大学与技能部宣布启动全国范围内的成人非正式学习运动。政府坚持强调“为学习而学习”的精神,认为非正式学习是每一个公民天赋学习权利的最实际体现,而且它以各种可能的形式发生在任何地方。政府认为应当将支持成人的非正式学习作为责无旁贷的己任,同时号召包括家庭、社区、公共部门、工作场所等各个层面的力量,聚集一定的资金和技术力量,共同打造一个全方位的非正式学习空间。促进成人更活跃的非正式学习主要体现在两个层面：一,成人意识到学习的重要性或趣味性,主动推进目的性和自我控制比较强的学习；二,社会力量(包括官方和非官方力量)对成人的非正式学习进行政策、舆论、资源、组织等方面的支持。为了不让这种成人学习的生机勃勃的图景一直静默在乌托邦的画框中,成人自己、政府和社会的各种力量都需要行动起来,让非正式学习释放人性的潜能,实现一个学习的中国、幸福的中国。
[Abstract]:Learning is often based on its regulatory, selective student experience and future functional orientation, and the demand for rewarding career development exists in the adult world. For adults, the majority of adult education linked to learning is to obtain a diploma or certificate for a clear purpose. A formal education machine represented by the school. The structure not only monopolized the majority of adult learning resources, stipulated the content of adult learning, locked the adult learning space, but also misplaced the adult based learning concept, and even regulated the adult itself.
However, learning does not necessarily have to appear in the life and understanding of adults. The idea of informal learning is to bring different learning ideas and learning worlds for adults. From the educational ideas and practices of Dewey, Knowles, and Lin De Man in the early twentieth Century to the late twentieth Century Ma mat and Watkins In depth, many researchers have put forward their own definition of informal learning. Their definition can be divided into two categories: one is a descriptive distinction between formal learning and informal learning, and the other is a discussion of formality and informality under the concept of unified learning. However, no matter which one is defined, it is informal. Both emphasize the increase of learners' control over learning.
Since 1960s, the United States, Canada, Australia and other countries have conducted large-scale informal studies and studies of adult studies, which have repeatedly confirmed the universality, activity and diversity of adult informal learning. These investigations and studies enrich the foundations and traditions of informal study, including massik and Watkin. Shi et al's exploration of the internal rules and ways of enhancing informal learning is particularly systematic and in-depth.
Outside the wall of the school, informal learning is happening every moment, the frequency and quality of its occurrence also affects the abundance of adult life, and the association of informal learning with adult development and social progress can reflect the human meaning of informal learning. Informal learning can be made with the life experiences of adults. It is woven together with the specific environment of life that is inlaid with some of the roles played in the society. Informal learning naturally combines a whole person in life as a spiritual individual. At the same time, informal learning can also enable adults to continue to face the various social roles they have to accomplish in their life, to find themselves, to realize themselves and to emancipate themselves, in the interlaced coordinates of personal life and social development.
The process and results of informal learning have a direct impact on the behavior of adults, and thus have a profound social significance. Society is formed because it has formed a close linkage mechanism. Learning becomes the basic characteristic of a society so that the society is defined as a learning society. A more mature civilization will naturally produce a diversified learning appeal, which symbolizes the progress of human beings and is a characteristic of a prosperous learning society. Informal learning makes it possible for these diverse demands to exist in every time and space. The presentation and expression forms the communication between people and the organization, so that the learning society is built from the bottom to the top and from the inside to the other. It is possible to become a learning society in the real sense with such internal communication and interaction mechanism.
In 2009, the innovation of the British government, the University and the skills Department announced the start of the nationwide informal learning movement. The government insisted on the spirit of "learning for learning", that informal learning was the most practical embodiment of every citizen's right to learn, and that it took place in any possible form. It is a duty to support the informal learning that supports adults, and calls for the power of the family, the community, the public sector and the workplace to gather certain funds and technical forces to create a full and informal learning space.
Informal learning to promote more active adults is mainly reflected in two levels: first, adult awareness of the importance or interest of learning, the initiative to promote the stronger learning of purpose and self-control; and two, social forces (including official and unofficial forces) conduct policy, public opinion, resources, organization and other aspects of the informal learning of adults. In order to keep the vibrant picture of this adult learning in the utopian frame, the adult itself, the government and the various forces of the society need to act, let informal learning release the potential of human nature, and realize a learning China, a happy China.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G720

【引证文献】