对Ellyard学习型文化的反思及现代学习型文化架构.doc

对Ellyard学习型文化的反思及现代学习型文化架构 浙江省温岭市教师进修学校 廖云法（05中澳 10037326）“当代学习的不足，导致了人类状况的恶化和人类差距的扩大。这种状况使个人和社会对付全球问题所提出的挑战方面，都未能作好准备。学习上的失败从根本上说是我们一切问题的问题，这是因为这种失败限制了我们对付全球问题中的每个问题的能力（林均 1984）。”建立新的有效的学习观和学习方式已刻不容缓，而它的建立应包涵一定的因素且必须与特定文化背景相吻合。如Ellyard与学习顾问Dr. Julin Atkin合作发展了一种学习型文化。Ellyard在2001年的新千年的构想一文中提出了学习型文化应包括八大因素( Ellyard ，P .2001.)。对于这八个学习型文化的因素，按照我的理解可以作以下归纳性描述。对学习型文化八个因素的描述( Ellyard ，P .2001.)因素范畴基本涵义主要特征终身学习理念终身学习深刻含义绝不只是人类在某一阶段的事，而是贯穿于人的一生，是不断积累、日益发展、长期连续的过程；学习和工作将在人的一生中交替进行或者同时进行。确保学习者固有的、天然的学习动机、激情与乐趣不消退；学校与家庭为学习者提供相等机会；可以在时时处处都可以学习；其目的为将来而学习。自主学习类型与方式学习者在学习目标、过程及效果等方面进行自我设计、自我管理、自我调节、自我检测、自我评价和自我转化的主动建构过程。学习活动是学习者自我发起、驱动与控制；鼓励独立学习，有更多的自主权；他们选择学习什么、学习时机、怎么学习；他们对自己终身学习负责。应急性学习当学习者寻求一个问题解决时，好奇心驱使他即时地积极地开展学习。在学习之前，有强烈的学习动机。它主要表现为创造适时的问题式学习。个性化学习学习者在学习目标、内容、方式、手段、风格、策略等方面表现出与他人不同的优势特色，充分体现个人的特色。左脑型学习与右脑型学习的结合；学习者用自己喜欢的方式，学得有效；现代技术使不同的学习途径得到保证。改造性学习学习者在瞬息万变的世界里，学习应质疑与改变思想体系和行为方式，达到新的满足。学习从根本上改变了那些需不断提升的学习者看法。为适应不断变化与发展的形势而学习。合作性学习合作学习是以学习小组为基本形式、以动态因素的互动合作为动力资源、以发展目标为导向、以促进集体学习与有利决策的一种活动。创建相互依靠的学习共同体（有效合作与团队精神）；将学习材料内化为自己的效果；成员间的相互解释赋予了积极的意义，产生强大的多功能效应。情景性学习学习者在真实或虚拟的学习情境中体验有关自己所处环境的感知与理解的新知识的效果。学习材料与学习者的经历相关；变事物的特质学习为真实或近似真实情景中学习；在实验、实践中以便有可能形成抽象。学会学习方法学会学习是学会怎样学习的方法论意义。当明确了要学什么以后，关键的是怎样学的问题。它包括学习态度、方法、习惯、思维、意识等问题。学习者具有高度创新意识和创新能力，包括学习的创新、思维的创新；学习者须懂得自身如何学习与思维；发展个人与组织的能力。在上述对学习型文化的八大因素理解与描述中，我认为这一框架与我们中国的教育特别是本单位员工的学习方面既有一致性的一面，又有差异性一面。我想从理念、方式、方法三个维度进行阐述。1、打造学习型学校、营造终身学习的氛围。我国宋代朱熹早就提出：“无一事而不学，无一时而不学，无一处而不学，成功之路也。”这一终身学习化的理念对后代影响很大( 叶澜 2001 )。我校是负责全市中小学教师教育的唯一机构，终身学习的氛围比其他教育机构都来得浓厚，学校较早地提出了发展的方向-打造学习型学校、营造终身学习的氛围。作为教师教育机构的成员，95%的员工强烈地意识到如果不能自觉树立终身学习的观念，抓紧时间、抓住机会，不断学习科学理论和各种现代知识，以提高自己的理论素养和教育教学水平，就不能适应教师教育的需要，必然要被时代与社会所抛弃。因此，在员工中树立起“学则进、不学则退”与“学无止境、终身学习”的思想观念，形成“教到老、学到老”的良好氛围。我在对本单位的72位员工的学习情况调查时发现，他们在时间观念上,由一次性学习走向终身学习。主要表现在：参加高一层次学历进修的占17 % ；78 %的员工每年参加上级教师教育机构组织的学习；每星期参加单位自行组织的校本培训学习占100 %；在工作时间里平均每个员工每天学习的时间保持2小时左右；在非工作时间自主参加学习时间平均每天为1小时左右。他们在空间观念上,由封闭的学校学习走向开放的社会学习。调查表明，81%的教师认为，大量的学习是在网上实现的；学习的内容78 % 是针对本职工作或贴近教育教学工作；50%以上的实践性知识的获取并非在学校内部完成。在价值观念上,由学历学习走向学力学习。调查表明，73%的教师承认有职业危机感，这种危机感导致员工不断学习；95%的教师认为他们的学习是为终身发展而学；93% 的教师意识到职后的学习对自己发展帮助很大而并非职前的学历教育，至少职后的学习对当前的或未来的问题解决是有极其有作用的，因此他们在学习上具有很大的自我驱动性。员工们这些学习的理念与Ellyard提出的终身学习的理念是一致的( Ellyard ，P .2001.)。2、选择多样化方式、讲究持续发展的策略。学习状况在一定的意义上已经成为决定一个国家和民族兴衰存亡的主要因素之一，而直接影响学习状况的就是学习方式。任何员工在学习过程中为了达到一定的学习目的，自觉不自觉地总要选择和运用一种程序、形式对学习对象进行理解、记忆并使之内化为可接受的东西贮存下来，并在适当时机加以运用( 叶澜 2001 )。在调查中我们发现，58的教师认为自己的知识结构中最缺乏的是学科前沿知识，17的教师认为自己最缺乏的是教育理论知识，14的教师认为自己最缺乏的是科学知识，可见学科前沿知识和教育理论和科学知识应是员工学习的重要内容。这一学习内容要通过系统的理论学习才能实现。由于理论是一种明确的知识，常常可以通过系统讲授和教师自己的认真学习来加以掌握，因此在选择学习方式时，从学习效率角度考虑，他们喜欢选择专家引领、辅导报告、疑惑解答等有意义的、集中的接受学习方式，这与学习型文化八大因素的论述有明显的不同。但调查过程教师的应答过程本身就是反思学习过程。同时，教师迫切需要的这一知识学习，它符合了Ellyard提出的为适应不断变化与发展的形势而学习-改造性学习( Ellyard ，P .2001.)的一些特征。在调查中我们发现，由于我校员工在年龄、性别、智力、个性、态度、动机、学习潜能以及学习策略等个别因素差异较大，尤其是学习能力、学习风格和学习策略的差异使得每个员工的学习过程存在较大差异。另外，每个员工有不同的学习需要；同一个员工在不同的发展阶段也有不同的需要。因此，员工他们对一刀切的学习内容和学习方式很反感，很显然这不符合员工学习的客观规律，90%的员工要求自主学习，表现为“自立”“自为”“自律”。在日常工作中，通过让员工充分了解自身的客观条件并进行综合评估，比如通过学能测试了解自己成功的概率和程度；通过心理和智力测试了解自己的智力水平、学习风格、个性特征、情感特征等；用菜单式的选择让员工明确自身的需要，尤其是学习的最终目的，这是员工制订具体学习目标的依据；让员工善于拓宽信息渠道、掌握获取信息的技能，以便在选择学习内容、学习材料等方面具备更高的自由度。这既与Ellyard提出的给员工有更多的自主权，让他们选择学习什么、学习时机、怎么学习-自主性学习( Ellyard ，P .2001.)较为一致；又符合充分体现个人特色的个性化学习( Ellyard ，P .2001.)。反思学习几乎是教师每天获得知识的形式之一，我校有85% 的教师这么认为。尽管从表面上看反思是一种个体的活动，但它须信赖一个群体特别是导师制的支持；反思不仅要求教师自己有一个开放、负责和全心全意投入的心态，不能自我封闭和保守，同时也有信任、合作、协作的互助环境（如教师间相互研讨、交流、网络学习）；反思要求教师既关注自己的实践，又关注实践的外在社会条件，如考虑学校、社区和社会背景中加强和阻碍学习的各种方式和因素( 熊川武 1999 )。难怪我校许多成名的教师认为：成功=经验+反思学习。这里的反思学习，包含了好奇心与需求欲望驱使他即时地积极地进行的应急性学习；又包含了创建学习共同体的合作学习。案例学习成为我校教师最受欢迎的的基本学习形式。因为它是一个实际情景或近似、模拟实际情景的描述，同时在情景中包含有一个或多个疑难问题，也可能包含解决问题的方法。学习案例或自己撰写学习案例或利用同行的案例是可以实现共享的，员工在学习中，只有参与者而没有旁观者，它对于提高员工的实践性知识与专业智慧是十分有效的( 郑金洲 2002 )。这与情景性学习所描述的学习者真正完整的知识是在真实的学习情境中获得 ( Ellyard ，P .2001.) 是有些相符。在人口众多的国度里，在有效的学习时间里，在现代教育技术难以普及的条件下，均实现在真实的情景学习是难以达到的。调查表明，在合作氛围浓厚的学校，90的教师这样认为：教师教学的新观念较多地是从自己的同伴中获取的。在合作群体（正式与非正式）中，员工具有较强的工作动机，往往能够相互激励，相互理解，员工间的信息交流频繁，工作效率明显高于非合作性群体( 叶澜 2001 )。由此可见，在教师校本合作学习的共同体中，心与心的对话、手拉手的互助，思想与思想的碰撞，最终促进了教师的认知、动机和情感的整合和全面发展。基于群体的合作学习主要有以下三种基本形态：一是指导型的合作学习：校内外专家、教研员、学科带头人对教师的指导；二是表现型的合学习：教育教学成果展示、汇报会等；三是研究型的合作学习：专题讨论、课题研究等。3、确定灵活性方法、提升有效学习的能力。教师学会如何学习，这是一个颇具魅力的话题，当前人们并没有予以太多的关注。我认为这是教师学习方法的一个范畴。学会学习由学习活动来决定的，学习活动由动力、毅力、能力三大系统构成( 吴卫东 2005 )。我们员工在学会学习方面与Ellyard提出的学会学习( Ellyard ，P .2001.)在特征理解上是一致的。动力系统主要表现为快乐学习，它让员工体验到工作中生命意义的价值，做到快乐工作着学习、快乐生活着学习、快乐学习着工作，实现快乐的学习征程。在我单位中，快乐学习体现在：让教师参加各种教育教学活动，参与教师读书节活动，使他们体会获得知识的快乐；让教师在业余阅读大量的非专业的书籍报刊、网络学习，丰富自身的生活内涵与改变自己的生活方式，使他们体会到丰富生活的快乐；让教师承担一定的职务，通过学习提升自己的职业理想，使教师体会到自我实现的快乐；让教师参与教育教学的比武，使教师体会到领导认同的快乐；让教师承担中心发言、主持活动项目，使他们体会到获得学生与同伴尊重的快乐；让教师在完成任务时积累丰富的经验，改变自己的 知识结构、工作方式、技术手段等，使他们感受到为未来准备的快乐。毅力系统主要表现为反思学习，它是工作学习化、学习工作化。反思是最好的学习，是学习的基础，是品格的体现，真正的学习是在反思的时候才发生的( 熊川武 1999年)。在我单位中，反思学习体现在： 创设教师交流、研讨的平台与宽松、自由、和谐的学习环境，激起教师自主反思的积极性；对自己某方面的素质、学用是否一致等学习障碍进行反思，积极开展有针对性的学习；正确对工作的问题作归因分析，对自己的学习进行有效调控。能力系统主要表现为创新学习，它是一个民族进步的灵魂，是未来发展的主旋律。创新在学习上以学习速度的形式来表现。员工的学习速度大于变化速度，员工就会发展；员工的学习速度小于变化速度，员工就会滞后削弱( 叶澜 2001 )。在我单位中，创新学习体现在：开展案例学习，变补偿性学习为以实践为导向的参与性学习；开展行动研究，变学校确定学习内容、项目的被动性、外控性学习为以自我发展为导向的主动性内控性的学习；开展主题学习，变单一的“秧田式”课程学习为以灵活多样的的共同协作性学习；开展基于问题的学习，变理论性学习为教育教学实践、教育科学研究、教师学习三维合一的问题性学习。上述三个维度的阐述中，终身学习的理念与学会如何学习的方法与西澳的思考基本上是一致的，而主要差异在学习的方式上，表现在课题驱动学习、有意义的接受学习、案例学习、反思学习、快乐学习。学习方式虽受到员工的经验、人生价值观和思维方式、原有知识的影响。但是，受到员工所处的政治、文化、道德、宗教等各种社会历史条件的制约是深层次的( 叶澜 2001 )。由于我国是发展中的国家，生产力水平低下，因而不可能为人们提供更多更好的物质工具和物质条件。这种生产方式导致人们目光短浅、眼界狭窄、急功近利，表现在学习方式上就是追求眼前有实用价值的技能经验性知识（虽然极力克服机械学习，但仍离不开有意义的接受学习）。我们也承认传统学习方式如“知行统一论”、“学思结合论”、“熟读精思论 ”等衍生出来的反思学习、行动学习在学习中的益处。当前，我们正在进行社会主义现代化建设与和谐社会的创建，需改革那些不适应社会发展的学习方式，加强中西方学习方式的兼容，以促进学习方式的现代化，适时发展快乐学习、网络学习、课题驱动学习、合作学习与案例学习等学习型文化的因素。中国文化固然无法剪断与世界文化、民族文化、区域文化等大文化的脐带，但在思考与重建学习型文化时既要防止拿来主义，又要克服劣质文化干扰和侵袭，更要有民族的创新精神，这是涵养学习型文化“清如许”，又确保“唯有源头活水来”的关键。因而将积极的人生态度、以群体利益为本、创新思维为主流的文化为背景( Walker ，A. & ,Dimmock, C. 2002.) ，创造适应中国国情的教育背景，架构具有中国特色的学习型文化。从上述反思的分析，具有中国特色的学习型文化因素应包括以下三个方面：一是树立终身学习的理念是学习型文化重建的前提；二是掌握学习方法是学习型文化重建的关键（快乐学习、创新学习）；三是运用有效的方式是学习型文化重建的条件。在运用有效学习方式时，包含三个范畴，即专家引领学习（有意义的接受学习、菜单式学习）、同伴互助学习（校本合作学习、案例学习、网络学习）、自我反思学习（自主学习、反思学习）。参考文献：1、 Ellyard ，P .（2001）. Preparing for a planetist future: learning. In Ideas for the new millennium (Second ed., pp.72-88). Carlton South, Vic: Melbourne University Press.2、 Walker ，A.& Dimmock, C. （2002）. Cross-cultural and comparative insights into administration and leadership: An initial framework. In School leadership and administration: Adopting a cultural perspective (pp.18-32). New York: Routledge Falmer.3、回答未来的挑战 / (美国) 林均译 上海人民出版社 1984年4、教师专业发展与培训/ 吴卫东 浙江大学出版社，2005，105、案例教学：教师专业发展的新途径/ 郑金洲 教育理论与实践，2002年第7期6、 反思性教学 / 熊川武 华东师范大学出版社 1999年7、教师角色与教师发展新探 / 叶澜 教育科学出版社 2001年Reconsidering to Ellyards Learning Culture andModern Learning Culture FrameworkLiao Yunfa (05 China Australia 10037326) Teachers Training and Advanced School Wenling city Zhejiang ProvinceThe contemporary learning insufficiency has caused the worsening of human condition and the expansion of human disparity. This condition causes individual and society being unable to prepare for facing the challenges which the global problems bring. Fundamentally, the key point of all problems is the failure in our studies. That is because this kind of failure limits our ability to cope with each problem of all the global problems (Linjun, 1984). Establishing new effective study views and study ways is being urgent, but its establishment should involve certain factors and must be consistent with specific cultural background. E.g., Ellyard develops one kind of learning culture with cooperation of his Consultant Dr. Julin Atkin. Ellyard proposed that the learning culture should include eight elements in his article Conception of New Thousand Year (Ellyard, P. 2001). According to my understanding, the eight elements of learning culture can be generalized into the following table.Description of Eight Elements of Learning Culture (Ellyard, P. 2001)ElementCategoryBasic implicationMain characteristicLife- longlearningConceptIts profound meaning is not a matter of certain stage, but through all ones life, a process of unceasing accumulation, development, and long -term continual; Learning and working are going on in turn or at the same time in ones life.To guarantee learners inherent, natural learning motivation, passion and pleasure; To provide learners equal learning opportunity by schools and families; To learn whenever and wherever; To learn for the future.Learner- drivenlearningTypes &StylesLearners design, manage, adjust, examine, value and transform by themselves in learning goals, process and effects.Learning activities are initiated, driven and controlled by learners themselves; To encourage independent learning and more learning autonomy; To choose what, when and how to learn by themselves; To be responsible for life-long learning themselves.Justintime learningTypes &StylesWhen learners seek an answer to a question, his curiosity urges him to study immediately and actively. There is a high motivation to learn before learning; It mainly creates question-style learning just in time.Custom-ised learningLearners are different from others in learning goal, content, way, method, style and strategy; They have their own advantages and fully manifests individual characteristic.Union between left brain and right brain; learners prefer to their own way to learn effectively; Modern technology enables different preferred learning styles. Transfo-rmative learningLearning should transform and change belief systems and behavioral patterns to meet new needs in such a fast-changing world.Learning fundamentally changes the view of learners who need to promote; Learn to adapt to unceasingly changing and developing situation.Collabo- rativelearningIt takes learning group as the fundamental mode, takes dynamic interaction cooperation as the energy resource, takes developing goal as the guidance, and promotes collaborative learning and advantageous decision making.Create dependent learning community (effective cooperation and team spirit); To change the materials into ones own; To have positive significance by mutual explanation which leads to formidable multi-purpose effect.Context-ual learningLearners experience the related sensation and understanding of new knowledge effect in a real or the hypothesized study situation.Learning materials are related to learners experiences; To change special learning into learning in a real situation or approximately; To form abstraction through experiments or practices.Learn-ing to learnMethodIts the methodology significance of learning to learn; When being clear about what to learn, the key is how to learn; It includes learning attitude, method, custom, thought, and consciousness. Learners have high innovative ideology and ability, including learning and thinking; Learners must understand how to study and think; To develop individual and organizations ability.In understanding and description of eight elements above, I think this frame has both consistence and differences from Chinese education, especially in our school. I want to describe in three dimensions of the idea, the form, and the method.1. To build the atmosphere of learning school and life-long learning.Zhu Xi, an educator in Song Dynasty in China, already proposed that, The way to success is to learn everything at anytime and anywhere. This life-long learning idea has a big affect on the descendant (Yelan , 2001). As my school is the only organization in our city to be responsible for elementary and middle schools teachers further education, the lifelong learning atmosphere is much thicker compared to other educational institutions. Our school proposes the development direction earlier - building the atmosphere of learning school and life-long learning. 一As members of teacher educational institution, 95% of the staff intensely realizes if not having the idea of lifelong learning, not making the best use of the time, not holding the opportunity, not grasping scientific theory and kinds of modern knowledge, not enhancing theory accomplishment and teaching level, we cannot meet the need of teacher education and may be abandoned by the times and the society. Therefore, the staff has set up the ideas of learning leads to make progress, while unlearning means drawing back and the knowledge is infinite, so the lifelong learning is needed. The good atmosphere of “Its never too old to learn and to teach” has been formed, too.When investigating 72 members learning situation in our school, I discover that their idea has been changed from the disposable learning into the lifelong learning. It mainly displays in: 17 % of the staff have taken advanced scholarship education; 78% have participated in the higher training by the authority educational institution organization every year; 100% have taken part in school-centered training each week; each staff spends about 2 hours learning in the operating time every day; the average time is about 1 hour for self-learning in the non-operating time every day.In the idea of space, the seal learning has been toward open learning. The investigation indicates that, 81% teachers believe that the massive studies are on-line; 78 % of the content aims at the duty work or close to the educational teaching work; more than 50% of the practical knowledge gains outside of the school.In the idea of value, learning for the scholarship is being replaced by learning for abilities. The investigation indicates that, 73% of teachers acknowledged the sense of professional crisis, which causes the staff unceasingly study; 95% of teachers think they learn for the life-long development; 93% of teachers realize post-work learning helps themselves more than the scholarship learning before. At least the post-work learning has an active function on the current or future questions, so they have the great self-actuation in learning. These learning ideas of staffs are consistent with those lifelong learning ideas proposed by Ellyard (Ellyard, P 2001.)2To choose multi-ways and continual developmental strategies.The study condition has already become one of the main factors to decide the survival or death of a country or a people in the certain significance. Learning style has a direct influence on learning condition. In order to achieve certain learning goal, any staff has to choose and utilize one kind of procedure and form to understand and memorize learning materials, change them into something acceptable to store, and use it at the suitable time (Yelan 2001).We discover from the investigation that 58% of teachers think they are mostly short of the discipline front knowledge in their own knowledge structure. 17% teachers think they do not know much about theory knowledge. 14% teachers think the scientific knowledge is the most deficient. Obviously the knowledge should be the important learning content, which is obtained through the systematical theory study. The theory is one kind of explicit knowledge, which is frequently learned by the systematic instruction and teachers self-learning. Therefore when they choose learning style, from the view of learning efficiency, they prefer to significant acceptable learning styles, such as expert leading, training report, and question solving, which is obviously different from the statements of eight elements. But teachers reply in the investigation process itself is reconsideration of learning process. At the same time, teachers urgent knowledge learning conforms to the transformative learning - studying for the adaptation to unceasingly changing and the development situation (Ellyard, P 2001).We also discover in the investigation that the learning process of the individuals is different from each other, because of the differences in the age, the sex, the intelligence, the individuality, the manner, the motive, the potential as well as the learning capability, the learning style and the learning strategy and so on. Moreover, each staff has a different learning need; and the same staff also has the different needs in different developmental phases. Therefore, the staffs are very repugnant to the same learning contents and learning styles by imposing uniformity on all enterprises. Obviously, this does not conform to the objective law in which the staff studies. 90% of the staff request independent learning, which displays as being self reliant, self - discipline, self-control, and learning autonomy. In the routine work, let the staff fully know about their own detachment condition and carry on the overall assessment, for instance, knowing about ones own probability and degree to be successful by testing learning capability; let them be aware of their own intelligence level, learning style, individuality, and emotion characteristic through a psychology and intelligence test; let the staff be clear about their own needs with a menu-style choice, in particular the final learning goal, which is the basis for the staff to draw up the detailed learning goals; let the staff be good at opening up the information channels and grasping the skills to gain information, in order to have a higher degree of freedom to choose learning contents and materials. This is consistent with the Learner-Driven Learning-which is proposed by Ellyard to give the staff more autonomy to choose what, when and how to learn (Ellyard, P 2001.) Holds is consistent; it also fully manifests the individuality learning style of individual characteristic (Ellyard, P 2001.)The reconsidering study is one of the forms teachers obtain knowledge every day. In my school, about 85% teachers think so. Although from the surface, reconsidering is one kind of individual activity, but it must depend on community especially th