【摘要】：企業(yè)培訓(xùn)不僅是提高企業(yè)人力資源水平的直接方式,而且是增強企業(yè)核心競爭力的有效途徑。有效的企業(yè)培訓(xùn)課程是完成企業(yè)培訓(xùn)內(nèi)容、實現(xiàn)企業(yè)培訓(xùn)目標(biāo)的重要手段。其中,科學(xué)合理的企業(yè)培訓(xùn)課程設(shè)計是企業(yè)培訓(xùn)課程實效的保證,其重要性不言而喻。當(dāng)前我國企業(yè)培訓(xùn)課程設(shè)計出現(xiàn)了一系列問題,導(dǎo)致企業(yè)培訓(xùn)的實效性不高。探索基于情境學(xué)習(xí)的企業(yè)培訓(xùn)課程設(shè)計策略可以幫助解決企業(yè)培訓(xùn)課程設(shè)計存在的問題,進而提高企業(yè)培訓(xùn)實效。1990年代,情境學(xué)習(xí)理論成為學(xué)習(xí)理論研究領(lǐng)域的主流。形成了包括以萊夫和溫格(LaveWenger)為代表的人類學(xué)視角,以布朗、柯林斯和杜吉德(Brown,CillinsDuguid)為代表的心理學(xué)視角以及以格里諾(Greeno)為代表的強的知識情境觀。認(rèn)為學(xué)習(xí)的過程實際上是實踐共同體中“合法的邊緣性參與”,重視認(rèn)知與學(xué)習(xí)的交互特性和實踐的重要性。并在隨后的實證研究中形成了獨特的學(xué)習(xí)課程觀以及認(rèn)知學(xué)徒制、拋錨式教學(xué)、實習(xí)場等課程與教學(xué)的實踐方法。情境學(xué)習(xí)的理論觀點和實踐方法對企業(yè)培訓(xùn)課程設(shè)計具有獨特的指導(dǎo)價值。本文采用文獻法、理論研究法、比較研究法、問卷調(diào)查法等研究方法研究了情境學(xué)習(xí)的相關(guān)理論及對企業(yè)培訓(xùn)課程設(shè)計的指導(dǎo)價值、我國企業(yè)培訓(xùn)課程設(shè)計的現(xiàn)狀與問題等內(nèi)容。提出了以情境學(xué)習(xí)理論為指導(dǎo)的企業(yè)培訓(xùn)課程設(shè)計的具體策略:(1)尊重員工主體性的企業(yè)培訓(xùn)課程需求分析策略;(2)以解決學(xué)員實際問題為核心的企業(yè)培訓(xùn)課程目標(biāo)制定策略;(3)促進情境性、工具性知識和技能掌握的企業(yè)培訓(xùn)課程內(nèi)容開發(fā)與組織策略;(4)關(guān)注個體與情境互動的企業(yè)培訓(xùn)課程實施策略;(5)以學(xué)員的行為改善為核心、貫穿學(xué)習(xí)過程始末的企業(yè)培訓(xùn)課程評價策略。本文的創(chuàng)新之處在于,在研究視角層面,以情境學(xué)習(xí)理論為視角,提出了我國企業(yè)培訓(xùn)課程設(shè)計的方法。一方面為研究我國企業(yè)培訓(xùn)課程設(shè)計提供新的理論依據(jù),另一方面為情境學(xué)習(xí)在我國成人教育培訓(xùn)領(lǐng)域的應(yīng)用做了大膽的嘗試,拓寬了情境學(xué)習(xí)的應(yīng)用范疇;在研究內(nèi)容上,本文將情境學(xué)習(xí)在企業(yè)培訓(xùn)課程設(shè)計中的應(yīng)用研究從理念轉(zhuǎn)變的層面延伸至實踐應(yīng)用層面,使研究更加深入;在研究方法層面,本文運用問卷調(diào)查法,對相關(guān)問題進行了調(diào)查研究,為本文的研究結(jié)論提供了數(shù)據(jù)支持。本文的不足之處是:首先,在文獻搜集和整理方面,本文對國外情境學(xué)習(xí)在企業(yè)培訓(xùn)課程設(shè)計中的應(yīng)用研究現(xiàn)狀的文獻資料收集還不夠全面。其次,在提出策略的時候,本文僅做了理論分析。如果能將這些策略付諸實踐,深入展開實驗研究,研究結(jié)果將更加具有說服力。
[Abstract]:Enterprise training is not only a direct way to improve the level of human resources, but also an effective way to enhance the core competitiveness of enterprises. Effective enterprise training course is an important means to complete the content of enterprise training and realize the goal of enterprise training. Among them, the scientific and reasonable design of enterprise training curriculum is the guarantee of the effectiveness of enterprise training curriculum, and its importance is self-evident. At present, there are a series of problems in the course design of enterprise training in our country, which leads to the low effectiveness of enterprise training. Exploring the strategy of enterprise training curriculum design based on situational learning can help solve the problems existing in the course design of enterprise training, and then improve the effectiveness of enterprise training. In 1990s, situational learning theory became the mainstream in the field of learning theory. It forms an anthropological perspective represented by Leif and Wenger (LaveWenger), a psychological perspective represented by Brown, Collins and Brown,CillinsDuguid, and a strong knowledge situational view represented by (Greeno). It is believed that the process of learning is in fact "legal marginal participation" in the community of practice, and the importance of interaction between cognition and learning and the importance of practice is emphasized. In the subsequent empirical research, we have formed a unique view of learning curriculum and cognitive apprenticeship, anchored teaching, practical practice of teaching and other courses and teaching methods. The theory and practice of situational learning have a unique guiding value for the design of enterprise training curriculum. This paper studies the relevant theories of situational learning and its guiding value to the design of enterprise training curriculum by using literature method, theoretical research method, comparative research method, questionnaire method and so on. The present situation and problems of enterprise training curriculum design in China. The specific strategies of enterprise training curriculum design guided by situational learning theory are put forward: (1) requirement analysis strategy of enterprise training curriculum based on respecting employee's subjectivity; (2) the strategy of enterprise training course which focuses on solving students' practical problems, (3) promoting the content development and organization strategy of enterprise training course with situational, instrumental knowledge and skill mastery; (4) the implementation strategy of enterprise training curriculum which pays close attention to the interaction between individual and situation; (5) the evaluation strategy of enterprise training curriculum, which takes the improvement of students' behavior as the core and runs through the process of learning. The innovation of this paper is that, from the perspective of research perspective, this paper puts forward the method of enterprise training curriculum design in our country from the perspective of situational learning theory. On the one hand, it provides a new theoretical basis for the study of enterprise training curriculum design in China, on the other hand, it makes a bold attempt for the application of situational learning in the field of adult education and training in China, and widens the scope of application of situational learning. On the research content, this paper extends the application research of situational learning in the design of enterprise training curriculum from the level of concept change to the level of practical application, which makes the research more in-depth. At the level of research methods, this paper uses questionnaire to investigate and study the related problems, which provides data support for the conclusions of this paper. The shortcomings of this paper are as follows: first of all, in the aspect of literature collection and collation, this paper is not comprehensive enough to collect the literature on the application of situational learning in enterprise training curriculum design. Secondly, when putting forward the strategy, this paper only makes a theoretical analysis. If these strategies can be put into practice and the experimental research is carried out, the results will be more convincing.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G726

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