迈向课堂学习共同体：内涵、价值与行动策略

March Towards Classroom Learning Community: Connotation%2C Value and Action Strategy

针对当前课堂学习共同体研究和实践中存在的概念理解片面、个体认知过程缺少关注以及内部组织层次受到忽视等问题，文章从课堂学习共同体的核心概念，即从“共同体”出发，重新阐释课堂作为学习共同体的内涵，揭示出课堂学习共同体对于当今教育改革的重要价值和意义。在此基础上，以“学习心理学”课程为例，通过对课堂学习共同体构建要素，即教师与学生、认同与协商、显性知识与隐性知识的分析，提出了构建课堂学习共同体的行动策略。

Aiming at the existing problems in the research and practice， such as， unilateral understood concept， little concern on individual in the cognitive process and neglected internal organization， this paper firstly reinterprets the connotation of Classroom Learning Community from the perspective of community. Then it proposes that Classroom Learning Community has significant value for the current educational reform and gives an analysis. On that basis， by taking the lesson of Learning Psychology as an example， this paper analyzes the related factors and puts forward the action strategies of constructing Classroom Learning Community.