【作者】 房慧；

【导师】 徐学福；

【作者基本信息】 西南大学 ， 课程与教学论， 2010， 博士

【摘要】 20世纪以来,世界各国基础教育课程改革的一个共同的趋势是回归生活世界。在我国新基础教育课程改革中,也把教育教学回归生活世界的基本理念贯穿于整个课程改革的始终。针对学校课程内容脱离学生生活经验,课程实施过于强调接受学习的情况,新一轮基础教育课程改革强调关注学生的学习兴趣和经验,倡导经验学习的方式。在此理念的影响下,教师十分重视利用和发展学生的直接经验,使得学习地点由课堂延伸到校外,学习内容由书本拓展到社区资源,学习方式由接受已知转到重视探索未知。可以看出,随着新课程改革的全面铺开,经验学习在当前中小学兴起。本研究共五个部分,试图按照现状考察——历史透视一—应然分析——模式建构——形态探讨的理路来研究经验学习。第一部分考察了我国经验学习的现状。伴随着教学回归生活世界的呼声,教师都十分重视学生基于经验的学习,然而由于很多教师都对经验学习的认识存在着一定的偏差,致使在具体的实践中出现学习目标定位庸俗化、概念理解模糊化、操作过程形式化的现象。究其原因,由于经验学习理论本身的模糊性,很多实践者对经验学习的理解片面化,在实践中出现了各种各样的以“经验学习”为旗号的教育实践行为。在教育学话语系统中,对经验学习并未形成固定的词义,它往往被无意识地用来指代不同的观念。因此,经验学习观念被理解的过程,实际上也是被附加上不同的人性关照和价值立场的过程。由于价值取向不同,不同的人在不同的层面上使用经验学习概念,以致出现了自说自话的现象。从总体上看,目前教育学界对经验学习理解呈现两种价值取向：一种是“形而下”的经验学习取向,把经验理解为学生的日常生活经验,认为“经验”学习就是基于日常生活经验的学习。一种是“形而上”的经验学习取向,把经验学习理解为意义经验的学习,即把经验作为“体验”来理解,认为“体验,是人的生存方式,也是人追求生命意义的方式”。反观两种价值取向的经验学习观,两种价值取向关照下的经验学习虽然都有各自的合理性,都有着一定的理论渊源。然而,如果把经验学习的经验理解为日常生活经验,就是把学习还原为日常生活,从历史角度看就会降低学习的理想追求,这无疑是一种倒退,注定不会有结果。如果把经验学习的经验理解为引导教学的理念经验,就是把学习视为理念的而非现实的,从现实角度看就会降低学习的现实价值,这无疑同样注定不会有结果。第二部分透视了历史上的经验学习思想。思想是历史地生成,今天的思想都有它的源头。今天的新思想、新观念,有时是历史在新时代新的哲学理念下的新发展。经验学习思想亦如此,作为一种哲学理念,作为一种教育思想,在哲学思想史上和教育发展史,它都留下了发展的印记。以“经验”理念为线索,跨越时空的界域,在哲学思想和教育思想的长河中去探寻经验学习思想的美丽浪花,从中汲取丰富的思想资源与源头活水。卢梭的自然主义经验学习理论、杜威的实用主义经验学习理论和罗杰斯的人本主义经验学习理论都闪耀着思想的光芒,但由于历史背景、哲学观的不同有其局限性。从经验概念视域的历史发展来看,卢梭、杜威、罗杰斯对经验的理解经历了从感觉经验到反思经验到体悟经验的转变。卢梭认为经验具有理性的含义但同时又具有被动性和受纳性,这样看来卢梭的经验实际上是一种感觉经验,他对经验仍然是一种技术性的理解,体现了“我—它”的人与物的关系。杜威不仅把经验看作是与自然的境遇,而且包含了主体的能动作用,即对经历的事件的思考、反省、分析,使得主体(认识者)与主体(他者、认识物)之间是形成“我—他”关系。罗杰斯则把经验从被动性的原始印象中完全解放出来,他把经验看作是一种人与人间的情感交流和对话,以及在交流基础上的体悟,即体悟经验,在完全自我中心的意义上释义经验,使得主体(认识者)与主体(他者、认识物)之间形成一种“我—你”的关系。卢梭将经验学习理论建构在其“自然观”、“感觉经验论”之上,认为感觉经验是人的知识的唯一来源,把知识局限于生活经验,这没有超越近代二元对立的经验论的范畴,把主体与认识对象隔离开来。同时,卢梭是“个人本位论”的典型代表,其经验学习理论忽视了学习的社会性。杜威将其经验学习理论建构在“实用主义”哲学之上,其经验学习主要是基于实用的目的,难以保证知识的系统性。罗杰斯将其经验学习理论建构在“存在主义”哲学和“现象学”之上,他的学习理论过于重视学生的情感和个体,而对理智和共性重视不够。尽管卢梭、杜威、罗杰斯的经验学习理论都具其局限性,但无论是卢梭对感觉经验的重视,杜威对经验“一元论”的理解以及从心理和社会的两个方面对儿童的理解,还是罗杰斯对学生情感的关注,都给我们带来启发。第三部分分析了经验学习的应然状态。在当代的教育改革中,社会建构主义观点已成为理解和改进学校学习的主导力量。社会建构主义批判了传统主客二元的思维方式,本质主义、反映论的认识论,个人主义、决定论的方法论。并在此基础上呈现其自身观点：在“本质主义一建构主义”向度上,强调知识的建构性；在“个体—社会”向度上,强调知识建构的社会性；在“单向决定论—互动论”向度上,强调知识共建的辩证性。本研究立足于社会建构主义,辨析与解析经验学习,认为经验学习即是指为了获得并提升直接经验,学生在教师指导下,通过具体活动,改造自身经验并建构知识的社会过程。它强调直接经验的获得与提升,学生通过感知和领悟获得具体经验和抽象经验,通过反思观察和积极实验提升经验；强调经验在学习过程中所发挥的重要作用,认为学习者原有的经验既是进行意义建构的前提：强调学习者通过与环境、与自我、与他者互动过程中所获得的对话经验；强调学习是一个过程,经验的建构具有社会性；强调学习过程中的辨证关系。第四部分讨论了经验学习的模式。库伯的经验学习环模式是当前影响最为深远,应用最为广泛的的经验学习模式。他的模式也被认为是经验学习的典型模式。库伯认为经验学习是具体经验、观察反思、抽象概括、积极实验四个阶段循环发展的过程。事实上,在不同的时期或不同的情境中,对经验学习模式各个阶段的运用是不相同的,经验学习的实施者可以根据不同的需要,适当的加入一些认为必要的阶段。根据经验学习的典型模式,从社会建构主义的观点出发,我们认为在经验学习环的四个阶段中还有两个中间环节,即在具体经验与反思观察之间的交流分享环节；以及在反思观察与抽象概括之间的讨论评价环节。最后一部分探讨了经验学习在当前新课改实践中的具体形态。经验学习的实践形态主要包括“做中学”,研究性学习,服务性学习以及反思性学习。“做中学”是探究性学习的一种表现形式,主要是面向幼儿和小学低年级阶段。“做中学”的目的就是通过让儿童通过动手做科学,在动手和动脑过程中培养儿童的科学精神,提高儿童的科学素养,构建基础性的科学知识,初步发展儿童的探究与解决问题的能力。研究性学习主要用于面向跨学科的现实问题的研究性学习课程中,其目标是为了提升学生解决问题的能力。服务性学习结合社区服务,使学生获得直接经验,以培养学生公民责任感并发展学生的实践能力。反思性学习通过学生自我反思将新的经验与过去的经验相联系,同时以批判的眼光不断对过去的经验进行调整,以建构出个人的知识与意义,从而促进学生智慧和品格的发展。在这四种形态中,“做中学”、研究性学习、服务性学习是经验学习的基本存在形式,反思性学习是经验学习的优化形式。更多还原

【Abstract】 Since the 20th century, "Teaching Returning to Life World" has become the common notion of curriculum reform in basic education across the globe. And so does in China. Being different from isolating teaching contents from students’life experience, the new curriculum reform emphasizes the importance of students’learning interest and concrete experience, advocating learning from experience. Influenced by this notion, teachers are very concerned about taking the advantages and developing students’direct experience, expanding learning site from the classroom to the outside, extending learning contents from the books to community resources, and adjusting the learning method from stressing on accepting the known to explore the unknown. We can see that experiential learning has become a popular approach in elementary and middle schools with the development of new curriculum reform. This dissertation attempts to study experiential learning through the following five parts:actuality observe and study-historical review—natural analysis—model construction—concrete forms illustration.The first part observes and studies the actuality of experiential learning in China. The call of "teaching returning to life world" makes teachers attach great importance to students’learning through experience. But there are some misunderstanding about the notion of experiential learning among teachers, resulting in vulgarizing the setting of study goal, vague concept and formalizing operation process in educational practice. Due to the ambiguity of the notion itself, many practitioners just get the one-sided understanding of it and there appear different kinds of educational practice in the name of "experiential learning". Since there is no definite definition of experiential learning in discourse of education, it is often used to refer to different concepts unconsciously. Therefore, the interpretation of this notion is actually a process being attached with different human natures and values. Due to different values, different people have different understanding towards this notion and creating various educational performances, In general, there are two value orientations in understanding this notion: one is the "physical-oriented", which interprets experience as students’daily life experience, regarding experiential learning as learning from daily life experience. The other is the "metaphysical-oriented", which interprets experiential learning as learning from ideal experience, regarding "experiencing is not only the human way of life, but also the way to pursue the meaning of life". The above two have its rationality and theoretical origin. However, if experiential learning is just interpreted as learning from daily life experience, from the view of history, it is certainly a setback and destined to be settled for diminishing the ideal to pursue learning. While if experience is interpreted as a ideal experience to conduct teaching, regarding learning as a notion instead of an action, it will undoubtedly not be doomed to any result for diminishing the practical value of learning from the perspective of reality.The second part makes a perspective on the idea of experiential learning in history. Today’s thought has its source for thought is formed by history. Today’s new ideas and new concepts are the new products influenced by a new philosophy in the new era of history. As a philosophy and an educational ideology, experiential learning is marked by the development of the history of philosophy and education. Taking the notion "experience" as a clue, we can trail its rich resources from philosophy and education across the boundaries of time and space domain. Though Rousseau’s naturalistic experiential learning theory, Dewey’s pragmatic experiential learning theory and Rogers’humanistic. experiential learning theory are very shining, they have various limitations due to the different historical backgrounds and philosophies. From the historical development of the notion of experience, we can see Rousseau, Dewey and Rogers’understanding about this notion underwent the sensory experience, reflective experience and sensitive experience. Rousseau believes that experience implies the rationality, but it is passive and receptive. In this sense, Rousseau’s view of experience is actually a sensory experience and his understanding is technical which represents the "I-it" relationship between the man and the object. As for Dewey, he not only thinks experience occurs naturally, but also emphasizes the subjective nature of experience, which forms an "I-he" relationship between the subject (the knower) and the other subject (the others or the objects) by the thinking, reflecting and analyzing of experience. Rogers sets experience free from being understood passively, regarding experience as a kind of emotional interaction and communication between people and a kind of self-centered experience, which forms the kind of "I-You" relationship between the subject (the knower) and the other subject (the others or the objects). Rousseau’s experiential learning theory, based on "nature" and "sensory experience", is still in the category of dualism, taking sensory experience as the only source of human knowledge, limiting knowledge in life experience, and isolating the subject from the object. Besides, as the typical representative of "Individual standard", Rousseau ignores the social nature of learning. Based on pragmatism, Dewey’s experiential learning theory mainly aims for practical purposes, which makes it hard to get systematic knowledge. And based on existentialism and phenomenology, Rogers’experiential learning theory overemphasizes the emotion and individual of students and ignores the rationality and the generality. In spite of the limitations of their experiential learning theory, Rousseau’s emphasis on sensory experience, Dewey’s understanding towards monism and studying children from the psychological and social aspects and Rogers’ concerns for students’ emotion enlighten us greatly.The third part makes an analysis about the natural state of experiential learning.In the contemporary educational reform, the view of social constructivism has become a dominant one in understanding and improving the study at school. Social Constructivism criticizes the ways of thinking in traditional dualism, essentialism, the epistemology of theory of reflection, the methodology of individualism and determinism. And based on it, social constructivism puts forwards its views:in the "essentialism—constructivism" dimension, it emphasizes the construction of knowledge; in the "individual—social" dimension, it emphasizes the social nature of knowledge construction; while in the "unidirectional determinism—interactivism" dimension, it emphasizes the dialectic of constructing knowledge. Based on social constructivism, this study attempts to make a detailed analysis about experiential learning, In the views of the author, experiential learning is a social process in which the students, under the guidance of the teachers, transform personal experience and construct knowledge through practical activities to get and improve direct experience. This view emphasizes the acquisition and improvement of direct experience; emphasizing the important role of experience in the learning process, regarding the learner’s original experience as the premise for constructing meaning; emphasizing the discourse experience the learner get from interacting with the environment, the self, and the others; emphasizing that learning is a process and the construction of experience is a social process; emphasizing the dialectical relationship in the learning process.The fourth part discusses the models of experiential learning. By far, Kolb’s experiential learning cycle model is still the most far-reaching and most widely used, as well as the typical one. Kolb thinks experiential learning process is a four-stage cyclical development:concrete experience; reflective observation; abstract conceptualization and active experimentation. In fact, at various times or in different circumstances, the use of this learning model stage can vary between learners. The learner needs some amount of freedom to develop necessary stages satisfying his or her needs. Based on Kolb’s pattern, the author argues, from the perspective of social constructivism, that there can be two more intermediate stages in the four stages, namely, communication and sharing, which can be put between concrete experience and reflective observation; and discussion and evaluation, which can be put between abstract conceptualization and active experimentation.The last part makes an illustration for the specific forms of experiential learning in the current new curriculum reform. The specific forms mainly include learning-by-doing, research-based learning, service learning and reflective learning. Learning-by-doing is a form of inquiry-based learning and is mainly applied in primary school. It aims to make children learn scientific knowledge by doing and develop children’s primary abilities to explore and solve problems, fostering children’s scientific spirit and scientific literacy, getting basic scientific knowledge by doing and thinking. Research-based learning is mainly used in research study program to solve the interdisciplinary practical problems, which aims to enhance students’ability to solve problems. Combined with community service, service learning helps students get direct experience and develop their sense of civic responsibility and practical ability. Reflective learning is to create and clarify meaning in terms of self to promote the development of wisdom and character through the process of internally examining, comparing the former experience with the present one and making adjustment correspondingly. Learning-by-doing, research-based learning and service learning are the basic forms in experiential learning, and reflective learning is the optimal one.更多还原