| 实践共同体理论对学校教育变革的启示 |
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| 引用本文： | 吴慧坚.实践共同体理论对学校教育变革的启示[J].广东教育学院学报,2014(2):1-5. |
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| 作者姓名： | 吴慧坚 |
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| 作者单位： | 广东第二师范学院外语系,广东广州510303 |
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| 摘 要： | 在莱芙和温格提出了"实践共同体"理论之后,不少教育工作者尝试将这一理论引入教育领域,在课堂上构建实践共同体。但基于日常社会生活的学习与学校教育不可避免地存在着差异,在学校教育中生硬地套用实践共同体理论有损教学的有效性。因此,有必要先厘清概念,分析实践共同体理论的长处与不足,阐明实践共同体与学校教育的异同,以真正深入探讨如何将学校和社会联结起来,一起构建真正意义上的实践共同体,使学生早日实现相关共同体的合法边缘参与,获得广泛的学习经验,向着成为共同体中的核心成员的方向成长。
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| 关 键 词： | 实践共同体 学校教育 合法边缘性参与 |
The Community of Practice and School Education |
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| WU Hui-jian.The Community of Practice and School Education[J].Journal of Guangdong Education Institute,2014(2):1-5. |
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| Authors: | WU Hui-jian |
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| Institution: | WU Hui-jian ( Department of Foreign Languages, Guangdong University of Education, Guangzhou, Guangdong, 510303, P. R. China) |
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| Abstract: | After Lave and Wenger put forward the notion of community have attempted to apply the theory to school education and construct CoP in based on daily social life is inevitably different from school learning, and the impair the effectiveness of classroom critically, analyze the advantages and society, construct the authentic CoP, grow into core participants. teaching. Therefore, it is necessary limitations of the CoP theory, so as to help students become real legitimate of practice （ CoP）, many researchers classroom settings. However, learning arbitrary application of the theory may to examine the notion of community explore how to link the school and the peripheral participants and gradually |
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| Keywords: | community of practice school education legitimate peripheral participation |
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