本文選題：成人 + 非正式學習��； 參考：《華東師范大學》2011年博士論文

【摘要】：學習,往往是以其規(guī)制性、選拔性的學生體驗和未來功能導向、回報性的職業(yè)發(fā)展訴求存在于成人世界中的。對于成人而言,與學習聯(lián)系在一起的大抵是各種以獲取文憑或證書為明確目的而進行的成人教育。以學校為代表的正式教育機構(gòu)不但壟斷了大部分的成人學習資源、規(guī)定了成人學習內(nèi)容、閉鎖了成人學習空間,而且錯置了成人基礎(chǔ)的學習觀,甚而規(guī)制了成人本身。 然而,學習不是一定要以這樣的樣態(tài)出現(xiàn)在成人的生活和認識之中。非正式學習的理念正是要為成人帶來不一樣的學習觀念和學習世界。從二十世紀初的杜威、諾爾斯、林德曼等人的教育思想與實踐到二十世紀末的馬席克和瓦特金斯的深入研究,之間諸多研究者提出了自己對非正式學習的界定,他們的界定可以被分為兩大類別,一類將正式學習和非正式學習進行描述性區(qū)分,另一類則討論統(tǒng)一學習概念下的正式性與非正式性。但是無論哪一種界定,其非正式一方面都強調(diào)了學習者在學習中的掌控權(quán)的增加。 從二十世紀六十年代起,美國、加拿大、澳大利亞等國都進行了大規(guī)模的成人非正式學習調(diào)查和研究,反復(fù)證實了成人非正式學習的普遍性、活躍性和多樣性。這些調(diào)查和研究豐富了非正式學習研究的根基和傳統(tǒng),而其中馬席克和瓦特金斯等人對非正式學習的內(nèi)部規(guī)律和增進方式進行的探索則尤為系統(tǒng)和深入。 在學校的圍墻之外,非正式學習每時每刻都在發(fā)生著,其發(fā)生的頻度和品質(zhì)也影響了成人生活的豐富程度。而將非正式學習與成人發(fā)展和社會進步聯(lián)系在一起,才能體現(xiàn)非正式學習的人類意義。非正式學習能夠與成人的各種生活經(jīng)歷交織在一起,與其生活的具體環(huán)境融合在一起,與其在社會中所扮演的某些角色嵌構(gòu)在一起。非正式學習在生活中自然地拼合一個完整的人,使其作為有生活靈性的個體成長。這種完整性秉承了與占有觀相異的生存觀,對人性體現(xiàn)出時時刻刻的關(guān)切和崇揚,從而形塑了成人鮮活完整的生活。同時,非正式學習還能夠使成人不斷有能力面對其一生所要完成的各種社會角色,在個人生命歷程與社會發(fā)展歷程的交錯坐標中發(fā)現(xiàn)自我、實現(xiàn)自我和解放自我。 非正式學習的過程和結(jié)果都會直接影響到成人的行為,因而有著深廣的社會意義。社會之所以成型,是因為其內(nèi)部形成了緊密的聯(lián)通機制。如果學習成為了一個社會的基本特征,以至于將這個社會定義為學習型社會,那么學習就應(yīng)當體現(xiàn)在社會的各個元素內(nèi)部以及元素之間的聯(lián)通上。一個發(fā)展比較成熟的文明自然會產(chǎn)生出多元化的學習訴求,這些訴求標志著人類的進步,也是一個繁榮的學習型社會的特征。非正式學習使得這些存在于各個時空內(nèi)的多元訴求有可能呈現(xiàn)和表達,形成人與人之間、人與組織之間的溝通,從而使學習型社會自下而上、由內(nèi)而外地構(gòu)建,有了這樣的內(nèi)部聯(lián)通、互動機制,社會才有可能成為真正意義上的學習型社會。 2009年,英國政府的創(chuàng)新、大學與技能部宣布啟動全國范圍內(nèi)的成人非正式學習運動。政府堅持強調(diào)“為學習而學習”的精神,認為非正式學習是每一個公民天賦學習權(quán)利的最實際體現(xiàn),而且它以各種可能的形式發(fā)生在任何地方。政府認為應(yīng)當將支持成人的非正式學習作為責無旁貸的己任,同時號召包括家庭、社區(qū)、公共部門、工作場所等各個層面的力量,聚集一定的資金和技術(shù)力量,共同打造一個全方位的非正式學習空間。 促進成人更活躍的非正式學習主要體現(xiàn)在兩個層面：一,成人意識到學習的重要性或趣味性,主動推進目的性和自我控制比較強的學習；二,社會力量(包括官方和非官方力量)對成人的非正式學習進行政策、輿論、資源、組織等方面的支持。為了不讓這種成人學習的生機勃勃的圖景一直靜默在烏托邦的畫框中,成人自己、政府和社會的各種力量都需要行動起來,讓非正式學習釋放人性的潛能,實現(xiàn)一個學習的中國、幸福的中國。
[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.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2011
【分類號】：G720

【引證文獻】

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本文編號：2113824