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篇名
学习范式的嬗变:工作方式演化的视角
並列篇名
The Evolution of Learning Paradigm: From a Perspective of Changing Work Type
作者 于文浩
英文摘要
Learning paradigm is a shared mental model of activities related to learning at a given time. Different learning paradigms will affect our preferences and choices of learning activities, learning methods and learning contents. From the perspective of the evolution of the work type, this study made a diachronic interpretation of the market value and knowledge type corresponding to each work type. Five work types are respectively craft, mass production ,process enhancement, mass customization and co-configuration. From outside in, it then examined the evolution of the learning paradigm in practice. Five categories of learning paradigm are refined in this study. 1) Individual-creation paradigm is the basis for craft. Learning is regarded as a continuous process that accumulates tacit knowledge through doing and making. This paradigm is revolved around the concept of practice, and believes that the starting point of value creation is the craftwork. It requires craftsmen fully engaged in craftwork with the whole mind. 2 ) Acquisition paradigm is the basis of mass production. This paradigm refers to human learning as the acquisition of something. The acquisition paradigm is based on the assumption that learning is a process of transmitting knowledge to learners and emphasizes formal learning, well-structured knowledge and practice-and-feedback. 3) Participation paradigm is the basis of process enhancement. Learning is regarded as a gradual process from the periphery to the center, and the process of participation and of learning interaction are interwoven with the social structure of the community. This paradigm emphasizes the contextual nature of learning and concerns the gradual mastery of organizational knowledge and the adaptability to existing organizational practices. 4) Co-creation paradigm is the basis of mass customization. Learning is regarded as a collaborative effort to improve the professionalization. This paradigm focuses on deep learning that promotes collective knowledge development and reflects the two-way interaction between the practitioner and its social learning system, which combines the individuals, action and the organizational structure. 5 ) Ecological paradigm is the basis of co-configuration. In this paradigm, learning is a connection to a self-organized open network. The ecological paradigm emphasizes the self-leadership of the organization through multilateral conversation, the shared leadership of the internal organization, and the continuous evolution of organizational goals. This paradigm emphasizes open innovation, distributive decentralization, and dynamic interaction and attaches more importance to informal learning and non-systematic knowledge. This study constructed a “ work-learning compass”,which combined these four dimensions and has a cross-dimension synergy. This synergy of each circle in the compass is a closed loop of value creation, value delivery and value capture. This compass reflected the interaction between intangible intellectual capital and tangible organizational capital, and implied the balance between demand-driven force and supply-driven force.
起訖頁 038-049
關鍵詞 学习范式工作方式知识类型价值创造learning paradigmswork typesknowledge typesvalue creationCSSCI
刊名 開放教育研究  
期數 201806 (24:3期)
出版單位 上海遠程教育集團;上海電視大學
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