CONTENTS 01 Introduction 02 Types of conceptual lenses

目录 CONTENTS 01. Introduction 02. Types of conceptual lenses for understanding learning 03. An Alternative to Transfer 04. Conclusion

PART 01 介 绍 Introduction

本文的策略 The strategy of this paper The main strategy in this paper will be to flesh out these ideas by identifying some of the very significant and different conceptual lenses that are available for understanding learning. We argue that transfer and acquisition are central to two such lenses. We argue further that if a combination of two alternative lenses is adopted, it becomes much easier to understand the learning that is entailed if a person moves from one context to another – the fundamental conditions for transfer. 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com 本文的主要策略是通过识别一些非常重要的和不同的概念 视角来充实这些观点，这些观点可以用来理解学习。我们认为， 迁移和习得是这两个视角的核心。我们进一步指出，如果采用 两种不同视角的组合，那么理解一个人从一种情境到另一种情 境所需要的学习就会变得容易得多——这是迁移的基本条件。

PART 02 理解学习的概念视角类型 Type of conceptual lense for understanding learning

理解学习的概念视角类型 Type of conceptual lense for understanding learning 命题学习视角 The propositional learning lens 技能学习视角 The skill learning lens 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com 参与人类实践的学习视角 The learning through participation in human practices lens 作为转化或重建的学习视角 The learning as transformation or reconstruction lens

结论 Conclusion Is propositional learning important qua learning? Our answer is a qualified ‘possibly, for some specific purposes’. such uses of this lens should always be located within broader views of learning, What is more, the widespread use of this lens unhelpfully reinforces use of the acquisition and transfer metaphors. we maintain that both of these metaphors have been over-used to the point of mystifying learning more than explaining it. 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com 命题学习和学习一样重要吗？我们的答案是一个限定的“可能， 为了某些特定的目的”。这种视角的使用应该始终放在学习的更广 阔的视野中。更重要的是，这种视角的广泛使用无助于加强习得和 迁移隐喻的使用。我们认为这两个隐喻都被过度使用到了让学习变 得神秘而不是解释它的地步。

PART 03 迁移的替代方案 An Alternative to Transfer

作者的观点 The view of author 边界跨越是一个宝贵的贡献，完全取代了迁移作为 一个隐喻，而且书中关于学校与 作知识之间的关 系的讨论混淆了替代迁移的问题，把注意力集中在 所学内容，没有将注意力迁移到学习的过程中。 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com Our argument here is that boundary crossing is a valuable contribution to the replacement of transfer as a metaphor altogether, and that the discussion in the book on the relationship between school and working knowledge confuses the problem of replacing transfer by retaining the focus on the content which is learned, rather than shifting the focus to the process of learning.

超越迁移的两个关键步骤 Two key steps that are necessary in moving beyond the transfer metaphor 采用 “ 学习即习得 ”的隐喻，将学习理 解为一个过程。 第一步 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ The next step in our alternative conceptual framework is to adopt the metaphor of learning as becoming, as a similarly holistic way of understanding learning as a process. 第二步 ibaotu. com 记住迁移是一个隐喻，而 不是一个字面上的现实（ Saljö 2003）的重要性。 This first, which has already been addressed, is the importance of remembering that transfer is a metaphor, not a literal reality (Saljö 2003).

替代迁移隐喻的出发点 The starting point of alternative transfer metaphor l 移动的人不是一个包含“物质”的“容器”，使用 Bereiter(2002)的民间理论术语，谈论的是一个社会化 和体现自我的人，包括技能，知识和理解。 l 学习被视为一个关系网络，一个不断变化的过程。它 以不断发展的方式将学习者与周围的世界连接在一起。 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com l The starting point for this alternative to the transfer metaphor is the observation that, as the contributors to Tuomi-Gröhn and Engeström (2003) also recognise, the person who moves is not a ‘vessel’ containing ‘stuff’, to use Bereiter’s (2002) folk theory terminology. Rather, we are talking about a person whose social and embodied self includes skills, knowledge and understanding. l Here learning is viewed as a relational web, a process of ongoing change. It connects the learner to the surrounding world in an evolving way.

An Alternative to Transfer Bloomer & Hodkinson （2000） Ø the ways in which people learn on vocational courses is influenced by their prior positions, experiences, dispositions and capital. Ø whilst on a course, learning is influenced by experiences outside the course itself, as people live their lives. 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com Bowman et al. (2005) Ø performing and learning at work is influenced by the positions, dispositions and capital developed in a person prior to being employed. This concerns much more than the knowledge and skills they learned whilst on a vocational course. Ø learning as becoming continued, and was influenced by far more than just their already developed positions, dispositions and capitals, even though all these remained important.

PART 04 结 论 Conclusion

Conclusion 拒绝学习迁移隐喻的三个理由 There are three parts to our rejection of the metaphor of learning transfer. a misleading way of understanding learning over-emphasizes the importance of educational knowledge in the transition from education into work the metaphor of transfer is damaging and even dangerous in practice 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com 误导性的理解 学习的方式 过于强调教育知 识在从教育向 作过渡中的重要 性 迁移隐喻在实 践中是有破坏 性的，甚至是 危险的

Conclusion By seeing knowledge and skills transfer as the dominant issue, such researchers often exaggerate the problems of that learning transition. Despite the advocates of learning transfer claim that learning transfer is very difficult, very many people regularly undergo a successful learning transition from student into worker, in very many occupations. 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com 过度重视知识与技能的迁移，往往会夸 大学习过渡的问题。尽管学习迁移的倡 导者声称学习迁移非常困难，但许多人 经常在很多职业中成功经历从学生到 人的学习过渡。

Conclusion 成功的 程学徒制 one successful engineering apprenticeship （ 二 ） the （一）the employer and college had mutual respect developed over a long period of time. 雇主和大学在很长一 段时间内相互尊重 employer and workers valued what the apprentices were learning off the job. 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com 雇主和 人重视学徒们从 作之外学到的东西 （三）the expansive learning environment in the workplace itself. 作场所本身广阔的学习环 境 Research shows that for some people and in some contexts, the relationships between educational and workplace knowledge are already fairly unproblematic.

Conclusion 替代方案的优势 the alternative approach to this problem has one further advantage 教育和 作的界限 the boundary between education and work 感谢您下载包图网平台上提供的PPT作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！ ibaotu. com 作变动 job changes 教育系统内的变动 moves within the educational system (eg from school to university) 退休 retirement 为人父母 parenthood A sound theory of learning across boundaries should be applicable in all such circumstances, and learning transfer, however configured, is not.