Situational learning theory is based on the proposition that knowledge is social and situational, which tells us that the essence of learning is dialogue, and we experience extensive social consultation in the process of learning. And "the fun of learning lies in moving towards dialogue."
Simply put, situational learning refers to the learning method in the application situation of the knowledge and skills to be learned. In other words, under what circumstances will what you want to learn be actually applied, then you should learn these things under what circumstances. "Where to use it, where to learn." For example, if you want to learn to cook, you should study in the kitchen, because you will cook in the kitchen in the future. For another example, if you want to learn bargaining skills, you must learn in the actual sales situation, because this skill is ultimately used in the sales situation.
Why do you study like this? Because in the view of Ye Xiaokai and Wenger, learning can not be simply regarded as transferring abstract and situational knowledge from one person to another; Learning is a social process, in which knowledge is jointly constructed by everyone; This kind of learning is always in a specific situation and permeates in a specific social and natural environment.
In their masterpiece Situational Learning: Legal Peripheral Participation, published in 199 1, Ye Xiaokai and Wenger put forward three core concepts: one is the community of practice, which refers to the "circle" composed of people who are engaged in practical work, and newcomers will enter this circle and try to gain social and cultural practice in this circle. Second, legal marginal participation. This lame phrase has three meanings: the so-called legality means that all parties in the community of practice are willing to accept new unqualified people as a member of the community; The so-called edge means that learners can only turn around important members at first and do some peripheral work, and then with the growth of skills, they are allowed to do important work and enter the core of the circle; The so-called participation refers to learning knowledge by doing in practical work, because knowledge exists in the practice of the community of practice, not in books. The third core concept is apprenticeship, that is, learning by master with apprentice.
Obviously, situational learning emphasizes two learning principles: one is to present knowledge in the real situation of practical application of knowledge, and to combine learning with application, so that learners can think and practice like experts and "masters"; Second, learn through social interaction and collaboration.
Ye Xiaokai and Wenger initially focused on adult learners. Their views on situational learning have also aroused strong resonance in adult education. However, they also pointed out that situational learning "is not a form of education, let alone a teaching strategy" (199 1, P40), so it is not suitable for school education.
However, after the concept of situational learning was put forward, many researchers paid special attention to the view of "integration of learning and application" and developed some corresponding educational methods suitable for school education situations. This includes: setting up workshops, kitchens, greenhouses and gardens as classrooms in schools; Role playing in the real world, such as military training; Conduct field visits, such as archaeological excavations and participatory foreign cultural observation; Let students receive on-the-job training through mentoring; Learn these knowledge and skills in practical situations such as sports, music and artistic performances.
The theory and practice of situational learning are still developing. It can be predicted that in the next few years, the combination of situational learning and school education will be continuously developed by researchers and practitioners. If situational learning is adopted, the teaching of English and social sciences will have a broad world.