麦基罗成人转化学习理论简述

转化学习理论是成人教育领域的最新进展,麦基罗是其重要代表人物之一。本文主要通过麦基罗有关成人转化学习理论的文章的研究,对其关于转化学习理论的主要观点加以概括论述,以期能够对我国当前的成人教育研究起到抛砖引玉的作用。     

变革性学习理论及其对教师学习研究的启示

20世纪80年代末以来,变革性学习理论开始成为一种主导性的成人学习理论。变革性学习理论关注变革,尤其是人们看待自身和周围世界的方式所发生的根本性变化。虽然教师的学习与改变同教育变革密不可分,但是在教师学习研究领域,教师变革性学习的逻辑与动力还没有得到充分研究。在这种情况下,变革性学习理论为教师学习研究,包括教师学习的指向、性质、动力、过程、条件、促进和评估等方面,提供了理论参照系。     

基于转化学习理论的成人教学研究

转化学习理论是成人学习者通过质疑、批判性反思原有的认知经验、世界观和人生观,学习新经验和适应新环境的成人学习理论。本文通过介绍转化学习理论以及其应用于成人教学的必要性,探究基于转化学习的成人教学策略,以促进我国成人教学发展。     

Effects of a First-Semester Learning Community on Nontraditional Technical Students

The study consisted of 25 full-time Electronic Technician Certificate students with 16 randomly assigned to an experimental group registered in a team-taught learning community and with nine randomly assigned to a control group registered for individually taught unlinked classes. We hypothesized that the experimental group would have significantly better academic and social integration and more positive perceptions of their experiences than the control class as well as higher course grades and grade point averages, more contact with classmates and instructors, and greater commitment to college and second semester persistence. Both student self-reported surveys and institutional data were analyzed. Results indicated that the team-taught learning community did make a difference to its students and yielded quantitative and qualitative support for hypotheses dealing with student perceptions of academic and social integration. Findings failed to support hypotheses dealing with behavioral outcomes except for strong support for commitment to college.     

International Students and Transformative Learning in a Multicultural Formal Educational Context

This article reports the results of a qualitative study of 12 graduate international students’ struggles to adapt to new multicultural and academic environments. The focus is on how they dealt with diversity while struggling to succeed academically and how, although experiencing numerous disorienting dilemmas, students did not critically reflect on their meaning-making processes.     

质变学习理论及其对我国成人教育的启示

成人质变学习理论是研究成人学习的重要理论之一,本文主要阐述了质变学习理论的理论基础和基本概念、成人质变学习的发生机制及其对我国成人教育的启示,以期促进我国成人教育实践科学有效的开展。     

Outdoor Adventure Education: Applying Transformative Learning Theory to Understanding Instrumental Learning and Personal Growth in Environmental Education

We conducted a qualitative study of the experiences of 23 Outdoor Adventure Education (OAE) participants to determine what participants found significant about their course and to what course elements they attributed this significance. Participants experienced personal transformations, which they attributed to spending extended time in pristine nature, separation of the course from normal life, the community that formed among course participants, and the intensity and challenge of the course. Whereas outcomes related to personal growth, as opposed to changes in environmental behaviors (instrumental learning), are consistent with participant motivations for joining OAE courses and with most course activities, transformative learning theory suggests ways in which courses might integrate personal growth with instrumental learning to better foster environmental behaviors post-course.     

Adventure Learning: Transformative hybrid online education

Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real‐world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. AL online spaces are collaborative spaces where students, teachers, subject experts, and AL team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students' roles transform due to the flexibility and design of the AL learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.     

Redefining Nontraditional Students: Exploring the Self-Perceptions of Community College Students

Recognition of the nontraditional student in higher education is valuable because it promotes an awareness of issues particularly relevant to the community college student population. While research that categorizes students by age is a practical way to study a unique population within community colleges, this approach may not be the most preferred way to examine the complexities of community college students. This study focused on community college students' self-perceptions of their primary roles as students, employees, and parents, thereby offering an alternative to utilizing predefined categories in order to distinguish between groups (e.g., based on age). The findings also shed light on unique characteristics that differentiate among students who identify their roles primarily as students, employees, or parents. In fact, this study shows that even students often considered “traditional” may have qualities that are typically considered nontraditional.     

基于质变学习理论的成人教学策略探析

质变学习作为成人有效学习的方式之一,在近几十年成人教育领域中备受关注。质变学习理论以成人为特定研究对象,关注成人的学习、生活、教育与发展。该理论对我国当下成人教学中存在的教师角色定位不准确、教学内容轻实践、教学方法不适用等问题具有一定的适切性。基于质变学习理论,在成人质变学习的教学策略中需做到:重新定位成人教师角色、革新成人教学方法、开发成人教学课程、营造支持质变学习的环境,方能促使成人成长,进而促进我国成人教育的进一步发展。     

转化学习理论及其对企业人力资源开发的启示

由美国学者杰克·麦基罗(Jack Mezirow)创立的转化学习理论为企业人力资源的开发提供了有益启示.转化学习理论应用于企业人力资源开发的必要性体现在实现企业人力资源知识化、体现企业人力资源开发的互动性、丰富企业人力资源的开发内容、拓宽企业人力资源的开发途径等方面.在转化学习理论视野下,可以通过增强个体或组织的学习意识、积极为个体或组织营造批判性反思的氛围、注重发挥行动学习在人力资源开发中的动力作用、鼓励团队或组织间的自主合作探究等策略来进行企业人力资源开发.     

Fostering Transformative Learning: The Role of the Professors and Students of the University of Prishtina

The author discuses transformative learning as a means to explore the centrality of experiences, provide critical reflection, and a rational discourse to examine a set of conditions which need to be fulfilled to foster the application of the transformative learning process for professors and the students at the University of Prishtina. The author conducted a modest, but informative, research design with a small sample of students and professors. This research, conducted during the month of August, enabled students and professors to share their opinions about transformative learning and provides an overview as to whether a conducive environment to foster transformative learning exists at the University of Prishtina.     

美国高等教育“非传统学生”:问题与对策

随着社会经济发展方式、人口年龄结构和人们生活方式的变化,美国高等教育在校学生构成也发生了新的变化,非传统学生问题日益凸显。如何满足这些年龄各异、来自不同行业、具有不同经济、文化、教育背景的非传统学生多元化的教育需求,增加其均等入学机会,消除其学习障碍,提高其学业持久性,对于美国高等教育来说仍然是一场挑战。     

Educating Nontraditional Students Through Interdisciplinary Collaboration

For over 30 years, researchers and practitioners have identified challenges unique to small, rural community colleges. The purpose of this study was to examine the distinctive problems facing rural community colleges today and the challenges those institutions must address to fulfill their mission in rural America. There are 5 current challenges commonly identified by 10 rural community college administrators in Kansas: technology use, grant writing, an evolving student population and corresponding changes to the mission, funding inequalities between institutions, and hiring qualified people. Identified challenges were compared with problems described in the literature from the last 30 years.     

Interdisciplinary Problem-Based Learning in Gerontology: A Plan of Action

Issues of older adults are often ill-structured and complex, requiring the application of insights from different disciplines to be adequately addressed. Gerontology has often used a multidisciplinary rather than an integrated interdisciplinary approach. Interdisciplinary and problem-based learning (PBL) provide pedagogical tools which teach gerontology students skills for understanding and resolving gerontological issues. The paper presents the concepts of interdisciplinarity and problem-based learning, the types of interdisciplinarity (interdisciplinarity at micro and macro levels of analysis, interdisciplinarity with different attributes of the same unit of analysis), learning outcomes of interdisciplinarity and problem-based learning, the incorporation of interdisciplinary problem-based learning in academic programs, steps of interdisciplinary problem-based study of a gerontological issue, and directions for the future study of this approach.     

转化学习理论及其对成人教师专业发展的启示

转化学习理论对建构主义理论、哈贝马斯的社会学理论和弗莱雷的解放理论等进行消化和吸收,同时又以生活情境下丰富多彩的成人学习现象为现实基础,形成了较为系统和完善的理论体系。转化学习理论对成人教师的专业发展提供了重要的启示,即专业发展是持续不断的过程,营造专业发展氛围,增强专业发展意识,注重批判性反思,走进生活世界。     

Gender Transformative Learning and Environmental Action

A gendered critique of the theory and practice of popular education and of environmental policy and planning processes, gives visibility to the means by which women's world views and ways of knowing and doing motivate their environmental and educational work. With reference to experience in India, Bolivia, El Salvador, Brazil, and Canada, a case is made for the recognition of non-violent, but holistic resistance strategies. These are based on women's approaches to environmental action learning, to change attitudes, behaviour and responsibility for personal and social transformation and to inhibit the continued degradation of human support systems.     

成人质变学习理论对高校教师专业发展的启示

成人质变学习理论强调成人是通过对生活经验的批判、反思与理性论述来实现质变学习的,在该理论观照下,高校教师专业发展目前存在着发展理念缺失、选任标准失衡、培训方式单一和机制失衡的困境,这需要高校教师实现职业从经验型向研究型的转向,需要加强组织建设,构建学术共同体,需要实现“他为”向“自为”的方法转变,以及营造氛围,构建丰富的教学生活.     

Service-Learning Among Nontraditional Age Community College Students

In recent decades, many institutions of higher education have responded to community and student learning needs through the development of service-learning programs (Sapp & Crabtree, 2002 Sapp , D. A. , & Crabtree , R. D. ( 2002 ). A laboratory in citizenship: Service-learning in the technical communication classroom . Technical Communication Quarterly , 11 ( 4 ), 411 – 431 .[Taylor & Francis Online] , [Google Scholar]). Community colleges have been noted as leaders in the establishment of service-learning programs. The purpose of this study was to better understand the service-learning experiences and subsequent outcome of nontraditional age students at a community college. The study utilized the three commonly noted best practices in service-learning as a guide in the exploration of literature and data: (a) connection between course material and the service experience through reflection; (b) the extent to which it is perceived that participation in service-learning had an impact on the community; and (c) the training or orientation activities incorporated into the service-learning experience. Using case study methodology, multiple data sources were collected and analyzed, including faculty member surveys, course syllabi, agency surveys, student surveys and semistructured interviews. Findings of the study revealed a number of implications for practice, as well as recommendations for future research. This study revealed the critical importance of postreflective assignments in helping students connect their service experience to course content and better understand community needs, yielded an understanding of how appreciative agency representatives and working with others at the agency enhanced the service-learning experience, explained how informal means by which to receive an orientation to the service agency are of value, and confirmed previous research that suggests intention to volunteer after graduation can be attributable, at least in part, to students’ participation in service-learning.     

Wellness of Undergraduates: Comparisons of Traditional and Nontraditional Students

Wellness scores of 1,249 traditional and 318 nontraditional undergraduate college students revealed low levels of wellness in multiple areas in comparison with non‐student adults and within‐group differences according to demographic variables. Profiles of wellness for traditional‐ and nontraditional‐age students revealed significant differences on 4 subscales. Nontraditional students of color scored lower than traditional Caucasian students on Total Wellness and several component indices. Implications for student development and counseling programs are discussed.