Situational Learning: Connotation, Value and Implementation

doi:10.16382/j.cnki.1000-5560.2023.01.008

Abstract

Abstract:

Situation is the product of interaction. Interaction and mobility are the essential attributes of situation. Learning takes place in specific situations, which affect people and learning. People in learning create continuous situations. Situational learning refers to the process in which learners experience the growth of experience by fully interacting with the situation around the learning theme, which emphasizes the maximization of the use of information and factors in the situation. Situational learning can build complex situations for the cultivation of students’ literacy, facilitate students’ independent participation, promote the development of high-level complex mind and nourish the cultivation of literacy. The situational learning that points to the cultivation of literacy needs to be realized by relying on grand concept and swarm intelligence. Structuring the situation with grand concept and constructing swarm intelligence in interaction are the key to the implementation of situational learning.

Key words: situation, situational learning, cultivation of competencies, big ideas, swarm intelligence

Zeyuan Yu, Mingming Na. Situational Learning: Connotation, Value and Implementation[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(1): 89-97.

References 0

	布赖恩•特纳. (2003). Blackwell社会理论指南(第2版)(李康译). 上海: 上海人民出版社.
	蔡清田. (2018). 核心素养与课程设计. 北京: 北京师范大学出版社.
	蔡清田. (2011). 素养: 课程改革的DNA. 台北: 台湾高等教育出版社.
	戴维•H•乔纳森. (2000). 学习环境的理论基础(郑太年, 任友群译). 上海: 华东师范大学出版社.
	冯增俊. (2001). 教育人类学. 南京: 江苏教育出版社.
	格兰特•威金斯, 杰伊•麦克泰格. (2017). 追求理解的教学设计(第二版)(闫寒冰等译). 上海: 华东师范大学出版社.
	谷传华, 张文新. (2003). 情境的心理学内涵探微. 山东师范大学学报(人文社会科学版), (5), 99- 102. doi: 10.16456/j.cnki.1001-5973.2003.05.020
	何静. (2020). 人工群体智能何以可能. 华东师范大学学报(哲学社会科学版), (5), 90- 96.
	何小贤, 朱云龙, 王玫. (2005). 群体智能中的知识涌现与复杂适应性问题综述研究. 信息与控制, (5), 50- 56. doi: 10.3969/j.issn.1002-0411.2005.05.011
	拉尔夫•泰勒. (2008). 课程与教学的基本原理(罗康, 张阅译). 北京: 中国轻工业出版社.
	莱夫, 温格. (2004). 情景学习: 合法的边缘性参与(王文静译). 上海: 华东师范大学出版社.
	李剑华, 范定九. (1984). 社会学简明辞典. 兰州: 甘肃人民出版社.
	林崇德, 胡卫平. (2010). 思维型课堂教学的理论与实践. 北京师范大学学报(社会科学版), (1), 29- 36.
	刘海燕, 闫荣双, 郭德俊. (2003). 认知动机理论的新近展——自我决定论. 心理科学, (6), 1115- 1116. doi: 10.3969/j.issn.1671-6981.2003.06.041
	刘杰, 徐祥运. (2005). 社会学概念. 沈阳: 东北财经大学出版社.
	柳夕浪. (1998). 社会情境与社会智能训练. 教育研究, (10), 34- 39.
	马广海. (2003). 文化人类学. 济南: 山东大学出版社.
	欧用生. (2006). 课程理论与实践. 台北: 学富五车文化事业有限公司.
	沙莲香. (1987). 社会心理学. 北京: 中国人民大学出版社.
	王灿明. (2020). 情境: 意涵、特征与建构——李吉林的情境观探析. 教育研究, (9), 81- 89.
	王喜斌. (2018). 学科“大概念”的内涵、意义及获取途径. 教学与管理, (24), 86- 88.
	王志红. (2016). 差异性社会共识理论研究. 北京: 社会科学文献出版社.
	杨向东. (2020). 关于核心素养若干概念和命题的辨析. 华东师范大学学报(教育科学版), (10), 48- 59. doi: 10.16382/j.cnki.1000-5560.2020.10.004
	叶浩生. (2003). 第二次认知革命与社会建构论的产生. 心理科学进展, (1), 101- 107. doi: 10.3969/j.issn.1671-3710.2003.01.016
	于泽元, 王丹艺. (2017). 核心素养对课程意味着什么. 现代远程教育研究, (5), 21- 28. doi: 10.3969/j.issn.1009-5195.2017.05.003
	于泽元, 邹静华. (2019). 人工智能视野下的教学重构. 现代远程教育研究, (4), 37- 46. doi: 10.3969/j.issn.1009-5195.2019.04.005
	余文森. (2017). 核心素养导向的课堂教学. 上海: 上海教育出版社.
	约翰•杜威. (2005). 我们怎样思维·经验与教育(姜文闵译). 北京: 人民教育出版社.
	郑葳. (2007). 学习共同体——文化生态学习环境的理论架构. 北京: 教育科学出版社.
	中华人民共和国教育部. (2020). 普通高中课程方案(2017年版2020年修订). 北京: 人民教育出版社.
	祝智庭, 钟志贤. (2003). 现代教育技术——促进多元智能发展. 上海: 华东师范大学出版社.
	Fredricks J A, Blumenfeld P C & Paris A H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, (1), 59- 109.
	Greeno & James G. (1998). The Situativity of Knowing, Learning, and Research. American Psychologist, 53 (1), 5- 26. doi: 10.1037/0003-066X.53.1.5
	Hoskins, B. & Crick, R. D. (2010). Competences for Learning to Learn and Active Citizenship: Different Currencies or Two Sides of the Same Coin?. European Journal of Education, (1), 121- 137.
	Michael Flaherty. (1990). Two Conceptions of The Social Situation: Some Implications of Humor. The Sociological Quarterly, (1), 94.
	OECD. (2005). The Definition and Selection of Key Competencies, Executive Summary. Paris, France: OECD.
	Olson, J. K. (2008). Concept-focused teaching: Using big ideas to guide instruction in science. Science and Children, (4), 45- 49.
	Whiteley M. (2012). Big ideas: A close look at the Australian history curriculum from a primary teacher's perspective. Agora, (1), 41- 45.

[1]	Xiaojie Wang, Naiqing Song. A Study on the Current Situation and Influencing Factors of Students’Labor Literacy in Primary Schools in China [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(2): 78-91.
[2]	Xilin You. The Origin and Current Situation of Contemporary Chinese General Education: Also on the Significance of General Education Evaluation-adjustment Mechanism [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(8): 1-8.
[3]	Yue Changjun, Xia Jie, Qiu Wenqi. An Empirical Study on Graduates’ Employment: Based on 2019 National Survey [J]. Journal of East China Normal University(Educational Sciences), 2020, 38(4): 1-17.
[4]	Xu Guanxing, Wei Rui, Liu Jian, Li Jingyi, Kang Cuiping, Ma Lihong, Gan Qiuling, Liu Yan. Collaboration Competence: Part V of the 5Cs Framework for Twenty-first Century Key Competences [J]. Journal of East China Normal University(Educational Sciences), 2020, 38(2): 83-96.
[5]	Yang Xiangdong. On the Misconceptions about Key Competences [J]. Journal of East China Normal University(Educational Sciences), 2020, 38(10): 48-59.
[6]	Lei Wanpeng, Wang Haowen. Teacher's Differentiated Behavior:A Ten-year Observation of S County's Policy of “School Union and Mobile Teaching” [J]. Journal of East China Normal University(Educationa, 2019, 37(4): 129-141.
[7]	LI Xueliang, YANG Xiaowei. Empirical Research on Students' Justice Experience in Compulsory Education: A Report Based on the Database of Internal Fairness of School [J]. Journal of East China Normal University(Educationa, 2018, 36(4): 95-106+165.
[8]	XIA Tian-Sheng,WANG Yu-Han,CHEN Lin,MO Lei. The role of temporal shift in constructing situation model of the narrative reading [J]. Journal of East China Normal University(Educationa, 2015, 33(4): 72-79.
[9]	ZHANG Kun. The Present Situation and Prospects of the Research on Children’s Resilience in China [J]. Journal of East China Normal University(Educationa, 2015, 33(4): 58-64.
[10]	. Generation of Situation in Educational Research Methodology [J]. Journal of East China Normal University(Educationa, 2015, 33(1): 26-30.