Rogoff Barbara, Paradise Ruth, Arauz Rebeca Mejía, Correa-Chavez Maricela, Angelillo Cathy
University of California, 277 Social Sciences 2, Santa Cruz, California 95064, USA.
Annu Rev Psychol. 2003;54:175-203. doi: 10.1146/annurev.psych.54.101601.145118. Epub 2002 Jun 10.
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults "transmit" information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more- and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment.
本文探讨了人们如何通过积极观察和“旁听”正在进行的活动来学习，这些活动是他们参与共同努力的一部分。敏锐的观察和旁听在一些文化社区中尤为受到重视和应用，在这些社区中，儿童是成熟社区活动的一部分。这种有意的参与也发生在一些环境中（例如家庭中的早期语言学习），在这些社区中，儿童通常被与成人的各种活动隔离开来。然而，在过去的一个世纪里，一些工业社会依赖于一种特殊的教学形式，这种形式似乎伴随着儿童与成人环境的隔离，在这种环境中，成人向儿童“传授”信息。我们从参与结构、经验丰富和经验不足的人的角色、动机和目的的差异、学习来源（在进行中的活动中观察与课程）、沟通形式以及评估的作用等方面对这两种组织学习的传统进行了对比。
