现代远程教育研究
現代遠程教育研究
현대원정교육연구
Modern Distance Education Research
2015年
2期
87~95
,共null页
活动理论 企业学习 团队专业能力发展 分布性 整合性 质性分析
活動理論 企業學習 糰隊專業能力髮展 分佈性 整閤性 質性分析
활동이론 기업학습 단대전업능력발전 분포성 정합성 질성분석
Activity Theory; Corporate Learning; The Development of Team＇s Expertise; Distribution; Collectiveness; Qualitative Analysis
当前社会越来越重视团队协作,团队专业能力的发展对于企业与组织的竞争力至关重要。团队专业能力不是其内部个体专业能力的简单之和,而是以共享知识和技能的动态交互和适应性整合为重要手段。企业团队在日常工作场所中的学习呈现出分散和聚合的双重特征,而活动理论对于这些现象的阐释具有系统的解释力。基于活动理论视角对三家企业学习类咨询团队进行跨个案分析表明,团队专业能力发展的分布性既体现在由分工形成的空间分布性,也体现在由客体变化形成的时间分布性,还体现在主体和工具之间的时空分布性。团队专业能力发展的整合性依赖于客体导向的集体意向性、横向协调、纵向监控和标准化的工具等的共同作用。在活动理论＂活动-行动-操作＂的分析框架下,团队专业能力发展的分布性与整合性的反复张力共同建构了＂客体向结果的转化过程＂,从而推动团队专业能力的深化发展。
噹前社會越來越重視糰隊協作,糰隊專業能力的髮展對于企業與組織的競爭力至關重要。糰隊專業能力不是其內部箇體專業能力的簡單之和,而是以共享知識和技能的動態交互和適應性整閤為重要手段。企業糰隊在日常工作場所中的學習呈現齣分散和聚閤的雙重特徵,而活動理論對于這些現象的闡釋具有繫統的解釋力。基于活動理論視角對三傢企業學習類咨詢糰隊進行跨箇案分析錶明,糰隊專業能力髮展的分佈性既體現在由分工形成的空間分佈性,也體現在由客體變化形成的時間分佈性,還體現在主體和工具之間的時空分佈性。糰隊專業能力髮展的整閤性依賴于客體導嚮的集體意嚮性、橫嚮協調、縱嚮鑑控和標準化的工具等的共同作用。在活動理論＂活動-行動-操作＂的分析框架下,糰隊專業能力髮展的分佈性與整閤性的反複張力共同建構瞭＂客體嚮結果的轉化過程＂,從而推動糰隊專業能力的深化髮展。
당전사회월래월중시단대협작,단대전업능력적발전대우기업여조직적경쟁력지관중요。단대전업능력불시기내부개체전업능력적간단지화,이시이공향지식화기능적동태교호화괄응성정합위중요수단。기업단대재일상공작장소중적학습정현출분산화취합적쌍중특정,이활동이론대우저사현상적천석구유계통적해석력。기우활동이론시각대삼가기업학습류자순단대진행과개안분석표명,단대전업능력발전적분포성기체현재유분공형성적공간분포성,야체현재유객체변화형성적시간분포성,환체현재주체화공구지간적시공분포성。단대전업능력발전적정합성의뢰우객체도향적집체의향성、횡향협조、종향감공화표준화적공구등적공동작용。재활동이론＂활동-행동-조작＂적분석광가하,단대전업능력발전적분포성여정합성적반복장력공동건구료＂객체향결과적전화과정＂,종이추동단대전업능력적심화발전。
The society attaches more and more importance to the team collaboration, and the development ofthe team＇s expertise in the workplace is essential for the organizational competitiveness. Team＇s expertise is not thesimple sum of the individual＇s professional competence, but with sharing knowledge and dynamic and adaptiveinteraction of various competences as an important means. The two dimensions： distribution and collectivenesspresented by team＇s expertise in daily workplace could be explained within the framework of the activity theory.Based on the activity theory, this multi-case study analyzed and discussed three consulting teams all of which focuson corporate learning. This study suggests that the distribution dimension includes the spatial distribution caused bythe division of labor, the temporal distribution from the changing object, and the spatial and temporal distributionbetween the subject and tools. It also suggests that the collectiveness dimension relies on the joint effects of theobject-oriented collective intentionality, horizontal coordination, vertical monitoring and standard tools. In thetheoretical framework of Activity-Action-Operation, the tension between the distribution and the collectivenessco-constructs the conversion process from object to result, so as to promote the development of team＇s expertise.
