论文部分内容阅读
成人自我导向学习产生于20世纪60年代初期,是国际成人教育研究的经典学说。从元研究的角度看,自我导向学习研究可分为三个不同哲学倾向的发展阶段:一是进步主义倾向的研究(20世纪60年代初—70年代中期);二是人本主义倾向的研究(20世纪70年代后期—90年代中期);三是建构主义倾向的研究(20世纪90年代后期至今)。这三个阶段在哲学取向、研究假设、研究对象、研究内容、研究方法等方面均对自我导向学习有着的不同研究认识与研究活动。探究自我导向学习研究的哲学脉络,为理解和把握其未来发展走势提供了有益启示。
Adult self-directed learning originated in the early 1960s and is a classic theory of international adult education research. From the perspective of meta-research, the study of self-directed learning can be divided into three stages of development with different philosophical tendencies: one is the study of propelling tendencies (from the 1960s to the mid-1970s); the other is the study of humanistic tendencies (From the late 1970s to the mid-1990s); and thirdly, the study of constructivist tendencies (from the late 1990s onwards). These three stages have different research understanding and research activities on self-directed learning in terms of philosophical orientation, research hypotheses, research objects, research contents and research methods. To explore the philosophical context of self-directed learning research provides a useful revelation for understanding and grasping the trend of its future development.