Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice*
探讨情境学习理论中“实践社群”概念的局限性，从个体学习者视角、更广泛的社会文化背景以及“参与”与“实践”的概念区分三个层面进行分析，提出概念精炼以增强理论清晰度。
abstract Situated learning theory offers a radical critique of cognitivist theories of learning, emphasizing the relational aspects of learning within communities of practice in contrast to the individualist assumptions of conventional theories. However, although many researchers have embraced the theoretical strength of situated learning theory, conceptual issues remain undeveloped in the literature. Roberts, for example, argues in this issue that the notion of ‘communities of practice’– a core concept in situated learning theory – is itself problematic. To complement her discussion, this paper explores the communities of practice concept from several perspectives. Firstly, we consider the perspective of the individual learner, and examine the processes which constitute ‘situated learning’. Secondly, we consider the broader socio‐cultural context in which communities of practice are embedded. We argue that the cultural richness of this broader context generates a fluidity and heterogeneity within and beyond communities. Finally, we argue that it is sometimes difficult to distinguish conceptually between the terms ‘participation’ and ‘practice’ because of occasional duplication of meaning. We propose, instead, a refinement of the definition to allow for greater conceptual clarity.