閱讀全文 | |
篇名 |
家庭行为、身份认知与经验建构: 场馆学习理论的解读与启示
|
---|---|
並列篇名 | Family Behavior%2C Identity Cognition%2C and Experience Construction in Museum Learning : Theoretical Explorations and Its Implications |
作者 | 郑旭东、王婷 |
中文摘要 | 在博物馆场景下发生的学习被称为场馆学习。大多数博物馆参观都以家庭为单位进行的,因此 基于家庭群体的场馆学习是一种滲透着家庭文化的学习。对基于家庭的场馆学习进行研究,其焦点在早期主要 集中在个体层面上对家庭成员的行为与言语进行描述,后来逐渐转向关注家庭成员之间在更为广阔境脉中的交 互,进而开始从社会文化视角出发探索场馆学习中家庭行为、身份认知及经验建构之间复杂的交互关系。由于 博物馆场景下的家庭行为、身份认知与经验建构均融入了文化资源,因此三者之间存在连锁效应,即博物馆中家 庭行为的交互与转换以及身份认知的参与和流动为家庭群体的经验建构提供了动机与策略,而参观者曾经的博 物馆体验和相关的认知资源则以一种心理境脉影响着其在后续博物馆参观中的身份认知和经验建构。这意味 着场馆学习的设计不但要把博物馆职能与参观者诉求相匹配,准确定位场馆学习设计的价值取向,而且要注重 个人和社会文化境脉的影响,深化场馆学习的情境支持设计,打破场馆学习关注的有限边界,构建场馆学习设计 的反馈循环新模式。 |
英文摘要 | Learning in the context of museums is called museum learning and it usually happens in a family. Exploring how people learn in family groups during a museum visit is important for understanding the nature of museum learning. Family-based museum learning is immersed in the culture of family life. In the early stages, the focus of family-based museum learning research is placed on describing the behaviors and verbal communications of family members. Recently, more attentions are given to the interactions among family members under a broader context. The interactions among family members are understood with the methodological support from discourse analyses and behavior pattern studies. With the emergence of constructivism in education, the latest trend of family -based museum learning research is to explore the interactions among family behaviors , identity cognition, and knowledge construction from the perspectives of social -cultural theory and situated learning theory. Family learning in museum is regarded as a legitimate peripheral participation of family members in community of practice with the physical, personal and social -cultural supports. The authors argue that, since the family behaviors, identity cognition and experience construction are all integrated in family culture, there is a chain reaction among these three factors in the context of museums, which is triggered and guided by the culture of family life. During the museum visit, with the development of visitors 爷 interactions among family members over the exhibits, family behavior patterns will change over time, and identity building of family members will be in a flow status. It is proposed that the interactions among family members and their transformations, along with the identity building and its flow, provide substantial and sustainable motivations and strategies for family group experience construction. Meanwhile, the experiences from previous museum visits and relevant cognitive resources influence the identity building and experience construction in consequent museum visits. In this process, contexts are extremely important lack of diverse contextual support, family behavior, identity building, and experience construction will not happen and an interactive loop will not be developed among them. Due to the contextual characteristics of family-based museum learning, the learning outcomes can be transformed and applied into other situations easily. The authors argue that many implications can be learned from the interactions among family behaviors, identity building and experience construction from the museum learning design. Three of the most significant implications include matching the function of museums and the needs of visitors in order to better position the pursuit of museum learning design, acknowledging the significance of personal context and social-cultural context, providing situational supports, breaking the museum learning boundaries, and developing an interactive design model for museum learning. |
起訖頁 | 052-059 |
關鍵詞 | 场馆学习、家庭行为、身份认知、经验建构、museum learning、family behavior、identity building、experience construction |
刊名 | 開放教育研究 |
期數 | 201508 (21:4期) |
出版單位 | 上海遠程教育集團;上海電視大學 |
該期刊 上一篇
| 大学教师教学设计能力知多少?——高校教师教学设计能力调查 |
該期刊 下一篇
| 学术职业国际化:基于教师发展的视域 |