情境学习理论的发展脉络与核心架构

The Developmental Trajectory and Core Architecture of Situational Learning Theory

摘要: 情境学习理论是继行为主义、认知主义之后深刻影响当代教育的重要学习理论，标志着学习范式从“去情境化的知识获取”向“情境化的社会实践参与”的根本转变。本文对情境学习理论进行了系统的文献综述。首先，从历时维度梳理了该理论从杜威的“做中学”思想萌芽，到20世纪80年代末心理学与人类学两大研究路径的明确提出，再到90年代后理论深化与广泛应用的完整发展脉络。其次，从共时维度剖析了该理论的两大学派源头(心理学派的“情境认知”与人类学派的“情境学习”)、三大核心概念支柱(实践共同体、合法的边缘性参与、情境认知)及其衍生的主要教学模式(如认知学徒制、抛锚式教学)。综述表明，情境学习理论的核心主张在于强调学习的本质是参与真实社会文化实践的过程，知识具有情境依赖性。该理论因其对知与行、个体与社会、学校学习与生活实践的整合性视角，为当前核心素养导向的教育教学改革，特别是为创设真实学习情境、构建学习共同体提供了坚实的理论基础与实践框架。

Abstract: Situational learning theory is an important learning theory that has profoundly influenced contemporary education after behaviorism and cognitivism, marking a fundamental transformation of the learning paradigm from “de-contextualized knowledge acquisition” to “contextualized social practice participation”. This article conducts a systematic literature review of the theory of situational learning. Firstly, a complete development trajectory of this theory was sorted out from a diachronic perspective, from the budding of Dewey’s “learning by doing” idea, to the explicit proposal of the two major research paths of psychology and anthropology in the late 1980s, and then to the deepening and wide application of the theory in the 1990s. Secondly, from a synchronic perspective, the two major school sources of this theory (the “situational cognition” of the psychological school and the “situational learning” of the anthropology), the three core conceptual pillars (practical community, legitimate marginal participation, and situational cognition), and the main teaching models derived from them (such as cognitive apprenticeship and anchored teaching) were analyzed. A review indicates that the core proposition of the theory of situational learning lies in emphasizing that the essence of learning is a process of participating in real social and cultural practices, and that knowledge is context-dependent. This theory, with its integrated perspective on knowledge and action, the individual and society, as well as school learning and life practice, provides a solid theoretical foundation and practical framework for the current educational and teaching reform oriented towards core literacy, especially for creating real learning situations and building learning communities.