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| 基于情境学习理论的工程硕士工程实践教学体系构建 |
| On the Construction of the Practice Teaching System for Engineering Masters based on Situated Learning Theory |
| 投稿时间：2022-12-21 |
| DOI：10.19834/j.cnki.yjsjy2011.2023.06.06 |
| 中文关键词: 情境学习理论;工程硕士;工程实践;实践教学 |
| 英文关键词: situated learning theory;master of engineering;engineering practice;practice teaching |
| 基金项目:教育部人文社会科学研究青年基金项目(21YJC880018)；扬州市“绿扬金凤计划”资助项目(YZLYJF2020PHD054)；江苏省“双创博士”资助项目(JSSCBS20211018) |
| 作者 | 单位 | | 甘宜涛 | 扬州大学 教育科学学院, 江苏 扬州 225002 |
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| 中文摘要: |
| 情境学习理论提出知识具有情境性、学习具有实践性,为工程硕士工程实践教学体系构建提供了新视角。社会实践和社会生活提供经验性知识,合法的边缘性参与作为一种学习方式催生学习行动,实践共同体创造了身份建构的条件,学习型课程有利于默会知识显性化。基于情境学习理论的工程硕士工程实践教学体系构建由"四个阶段"构成:创设情境阶段设置具有思考空间的"任务链",合法的边缘性参与阶段明确问题解决任务,参与实践共同体阶段关注劣构问题解决,总结评价促进默会知识显性化。 |
| 英文摘要: |
| The situated learning theory proposes that knowledge is situational and learning is practical, which provides a new perspective for the improvement of engineering practice teaching system for postgraduates in engineering. Social practice and life provide experiential knowledge, legitimate marginal participation can be regarded as a way of learning to foster learning action, the practice community creates conditions for identity construction, and learning-focused curriculum is conducive to the explicit realization of tacit knowledge. The construction of engineering practice teaching system for masters of engineering based on situated learning theory consists of four stages:the situation creating stage that sets the "task chain" with thinking space; the legitimate marginal participation stage that defines problem-solving tasks; the practice community participating stage that focuses on the solution of ill-structured (ill-defined) problems; and the summary and evaluation stage that facilitates explicit realization of tacit knowledge. |
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