学习与教育研究中的理论之争——建立学习的复杂系统概念化框架

摘要

借鉴复杂的物理与社会系统(physical and social systems)的研究视角和方法,本文提出一个新的学习概念化框架来指导教育研究.我们认为,学习发生的情境是一个复杂系统,含有不同层次的元素与主体(agents),包括神经、认知、个人、人际、文化等,这个系统在各个层次上都存在交互式反馈,从而使整个系统产生在个体或局部层次上不具备的集体复杂特征.我们分析了认知与情境理论长期以来的争论(debate),并提出一个学习的复杂系统概念化框架(CSCFL).我们最终总结了CSCFL可能对教育研究产生的广泛影响.%This article proposes a conceptual framework of learning based on perspectives and methodologies being employed in the study of complex physical and social systems to inform educational research.It argues that the contexts in which learning occurs are complex systems with elements or agents at different levels—including neuronal,cognitive,intrapersonal,interpersonal,cultural—in which there are feedback interactions within and across levels of the systems so that collective properties arise (i.e.,emerge) from the be-haviors of the parts,often with properties that are not individually exhibited by those parts.It analyzes the long-running cognitive versus situative learning debate and propose that a complex systems conceptual framework of learning (CSCFL) provides a principled way to achieve a theoretical rapprochement.It concludes with a consideration of more general implications of the CSCFL for educational re-search.