学校作为发展儿童-成人社区的生态系统:设计未来学校的活动方法

IF 0.7 Q4 PSYCHOLOGY, MULTIDISCIPLINARY
Y. Gromyko, V. Rubtsov, A. Margolis
{"title":"学校作为发展儿童-成人社区的生态系统:设计未来学校的活动方法","authors":"Y. Gromyko, V. Rubtsov, A. Margolis","doi":"10.17759/chp.2020160106","DOIUrl":null,"url":null,"abstract":"The paper analyses the main paths of designing an effective model of the ‘School of the Future’ through the lens of cultural-historical theory and activity approach. Contrary to the existing models (such as the ‘Chinese School of the Future’, ‘European School of the Future’ etc), the design strategy in cultural-historical approach is aimed at creating a communication- and activity-based environment of sign which is based on the variety of child-adult communities and activity types. Thus in such an environment the process of growing up is shaped by the children’s inclusion into various communities and by the rich opportunities for self-determination through the acquisition of different social practices which, in turn, promote the development of individual cognitive strategies. According to the principles of cultural-historical psychology, the source of human development in the school of the future is closely related to the acquisition of patterns of action and sign means that mediate the individual’s status in different communities mastering different activities. Acquiring such socially adopted patterns of action enables the children to participate in the activities of various social communities that have their own practices, to understand the general principles of their functioning, to coordinate different activity types while preserving their self in many social communities simultaneously, and, eventually, to influence the development of these very communities; and, the last but not the least, to establish new social communities, if necessary, and design their new activities.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"260 2 1","pages":"57-67"},"PeriodicalIF":0.7000,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"19","resultStr":"{\"title\":\"The School as Ecosystem of Developing Child-Adult Communities: Activity Approach to Designing the School of the Future\",\"authors\":\"Y. Gromyko, V. Rubtsov, A. Margolis\",\"doi\":\"10.17759/chp.2020160106\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The paper analyses the main paths of designing an effective model of the ‘School of the Future’ through the lens of cultural-historical theory and activity approach. Contrary to the existing models (such as the ‘Chinese School of the Future’, ‘European School of the Future’ etc), the design strategy in cultural-historical approach is aimed at creating a communication- and activity-based environment of sign which is based on the variety of child-adult communities and activity types. Thus in such an environment the process of growing up is shaped by the children’s inclusion into various communities and by the rich opportunities for self-determination through the acquisition of different social practices which, in turn, promote the development of individual cognitive strategies. According to the principles of cultural-historical psychology, the source of human development in the school of the future is closely related to the acquisition of patterns of action and sign means that mediate the individual’s status in different communities mastering different activities. Acquiring such socially adopted patterns of action enables the children to participate in the activities of various social communities that have their own practices, to understand the general principles of their functioning, to coordinate different activity types while preserving their self in many social communities simultaneously, and, eventually, to influence the development of these very communities; and, the last but not the least, to establish new social communities, if necessary, and design their new activities.\",\"PeriodicalId\":44568,\"journal\":{\"name\":\"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology\",\"volume\":\"260 2 1\",\"pages\":\"57-67\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2020-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"19\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17759/chp.2020160106\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17759/chp.2020160106","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 19

摘要

本文从文化史理论和活动方法的角度分析了设计“未来学校”有效模式的主要途径。与现有的模式(如“中国未来学校”、“欧洲未来学校”等)相反,文化历史方法的设计策略旨在创造一个基于儿童-成人社区和活动类型的交流和活动的标志环境。因此,在这样的环境中,儿童的成长过程是由儿童融入各种社区和通过获得不同的社会实践而获得的丰富的自决机会所塑造的,而这些实践反过来又促进了个人认知策略的发展。根据文化历史心理学的原则,未来学派中人类发展的来源与行为模式和符号手段的获得密切相关,这些模式和符号手段调解了个人在掌握不同活动的不同社区中的地位。获得这种社会所采用的行动模式,使儿童能够参与具有自己实践的各种社会群体的活动,了解其运作的一般原则,协调不同类型的活动,同时在许多社会群体中保持自我,并最终影响这些群体的发展;最后但并非最不重要的是,如有必要,建立新的社会团体,并设计他们的新活动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The School as Ecosystem of Developing Child-Adult Communities: Activity Approach to Designing the School of the Future
The paper analyses the main paths of designing an effective model of the ‘School of the Future’ through the lens of cultural-historical theory and activity approach. Contrary to the existing models (such as the ‘Chinese School of the Future’, ‘European School of the Future’ etc), the design strategy in cultural-historical approach is aimed at creating a communication- and activity-based environment of sign which is based on the variety of child-adult communities and activity types. Thus in such an environment the process of growing up is shaped by the children’s inclusion into various communities and by the rich opportunities for self-determination through the acquisition of different social practices which, in turn, promote the development of individual cognitive strategies. According to the principles of cultural-historical psychology, the source of human development in the school of the future is closely related to the acquisition of patterns of action and sign means that mediate the individual’s status in different communities mastering different activities. Acquiring such socially adopted patterns of action enables the children to participate in the activities of various social communities that have their own practices, to understand the general principles of their functioning, to coordinate different activity types while preserving their self in many social communities simultaneously, and, eventually, to influence the development of these very communities; and, the last but not the least, to establish new social communities, if necessary, and design their new activities.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
1.60
自引率
12.50%
发文量
13
审稿时长
12 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信