学习迁移的系统理论:PPEE理论模型的建构和意义

doi:10.16381/j.cnki.issn1003-207x.2018.09.018

摘要/Abstract

摘要： 学习是人类社会永恒的主题。为了更好地利用过去的经验，增强学习效果，个人和组织进行学习迁移具有重要意义。学习迁移是指将在以往通过学习或解决问题所获得的经验，用于解决之后所遇到的问题。本文力图建立系统的学习迁移理论，研究人、问题、环境的因素对于学习迁移的影响。本文采用理论推导的研究方法，在前人研究的基础上，提出相应的理论模型。本文运用系统的观点，构建了学习迁移的PPEE理论模型，认为人的因素、问题的因素、人和问题的交互作用、以及环境的调节作用，会共同影响学习迁移的效果。本理论主要从五个方面论述学习迁移的机制。首先，将人的因素按照不同层面划分为后端基本能力、中端心理过程、前端知识结构，讨论了其各自对学习迁移效果的直接影响。其次，将问题的因素划分为形象相似性和抽象相似性，并根据这两个维度构建了四种问题间关系类型，并探究了其与学习迁移效果之间的关系。第三，同时考虑人的因素和问题的因素，研究了二者之间的互动对于学习迁移效果的影响。第四，将环境因素划分为时间紧迫性和空间重要性两个维度，探讨了人和环境，以及问题和环境之间的互动对学习迁移效果的影响。第五，基于系统整体的方面，研究人、问题、环境三者之间的互动对学习迁移效果的交互影响。本文还认为，该模型不仅适用于个人，也同样适用于团队、组织、地区、甚至国家和社会等各个层面，影响各个层面主体的学习迁移。本文最后总结了研究的理论和实践贡献，并提出了未来研究课题。本文对丰富学习理论、特别是学习迁移理论，以及推动教育和管理实践的发展进步具有重要的意义。

关键词: 学习迁移, 组织学习, 团队学习, 个人学习, 后端基本能力, 中端心理过程, 前端知识结构, 形象相似性, 抽象相似性, 时间紧迫性, 空间重要性, 学习迁移效果

Abstract: [Purpose] Learning is the eternal theme of human society. In order to make better use of experience and enhance learning effectiveness, it is of great significance for individuals and organizations to transfer what they have learned. Learning transfer is the process that the learner applies the past experience to solve new problems. The purpose of this study is to establish a systematic theory of learning transfer, and to investigate the effects of person, problem, and environment factors on learning transfer effectiveness.[Approach] The authors take use of the method of theoretical derivation to put forward the model of learning transfer on the base of previous research.[Findings] A PPEE theory of learning transfer is established from a systematic perspective, and an argument that the factors of person, problem, and environment have direct and interactive influence on learning transfer effectiveness is brought forward. This theory discusses the mechanism of learning transfer from fives aspects below. First, based on different levels, it classifies the factors of person into the back-end basic ability, the middle-end mental process, and the front-end knowledge structure, and discusses the direct effects of these factors on learning transfer effectiveness. Then, on the classification of imagery similarity and abstract similarity, it specifies four types of the relationship between different problems, and the influence of problem similarity on learning transfer effectiveness. Third, considering the person and problem factors in the same time, it studies the interaction effect of them on learning transfer effectiveness. Forth, it divides the factor of environment into two dimensions of emergence of time and importance of space, and explores the moderating effects of environmental factors on the relationships between person or problem factors and learning transfer effectiveness. Finally, from the systematic perspective, it identifies the three-way interaction of the factors of person, problem, and environment on learning transfer. It is argued that the PPEE model is applicable not only to individuals, but to teams, organizations, regions, and even countries and the society.It summarizes the theoretical and practical contributions, and future development.[Value] This study is meaningful both for enriching the theory of learning and learning transfer and for promoting the practice of education and management.

Key words: learning transfer, organizational learning, team learning, individual learning, back-end basic ability, middle-end mental process, front-end knowledge structure, imagery similarity, abstract similarity, emergency of time, importance of space, learning transfer effectiveness

中图分类号:

C931

陈国权, 吴凡. 学习迁移的系统理论:PPEE理论模型的建构和意义[J]. 中国管理科学, 2018, 26(9): 183-196.

CHEN Guo-quan, WU Fan. Systematic Theory of Learning Transfer: The Construction and Implication of the Theory of PPEE[J]. Chinese Journal of Management Science, 2018, 26(9): 183-196.

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