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1、FCLandKnowledgeBuilding:AContinuingDialogueMarleneScardamaliaandCarlBereiterInstituteforKnowledgeInnovationandTechnologyUniversityofTorontoContemporaryeducationalapproaches,especiallythoseinformedbythelearningsciences,almostallpursuetwingoalsofuncertaincompatibility.Onegoalistoinsure
2、students’graspofimportantideas.Theotheristohelpthemdevelopasautonomouslearnersandthinkers.Someapproachesmaybebiasedtowardthefirstgoal,otherstowardthesecond,butgenerallythereisatension,whichmaybealleviatedbycompromise,wishfulthinking,orothermoreadventurousapproaches.AnnBrownandJoeCamp
3、ioneclearlyoptedforanadventurous,inventiveapproach,aimedatmakingthegoalsmutuallysupportiveratherthancompetitive.FCL(FosteringCommunitiesofLearners)orchestratesaneducationalprocessthatisfocusedonthegraspingofbig,powerfulideas,butthatgivesstudentsaremarkabledegreeofresponsibilityinwork
4、ingwiththoseideas.We,too,ataboutthesametime,embarkedonanapproach,“KnowledgeBuilding,”thatfocusesonbigideasandgivesstudentsahighdegreeofagencyinworkingwiththoseideas.Yetthetwoapproacheshavedifferencesthatwebelieveilluminate1importantdistinctionswithinthelargefamilyofsocial-constructiv
5、istapproachesineducation.SomecommentatorshavetreatedFCLandKnowledgeBuildingasconceptuallythesame,differingonlyinimplementation.Thatthereiscompatibilitywehavenodoubt.ThiswasthebasisforeffortstojointhetwoapproachesinSchoolsforThought(Lamon,Secules,Petrosino,Hackett,Bransford,&Goldman,1
6、996)andtothisdayitisthebasisforcollaborationbetweenJoeCampioneandthetwoofusaspartoftheOpenCourtReadingauthorteamworkingtodevelopwaysthatoursharedideasaboutinquirycanberealizedwithintheconstraintsofabasalreadingprogram.ButexperienceinSchoolsforThoughtmadelimitsoncompatibilityevident,a
7、ndsubsequentdiscussions,mainlybetweenAnnandMarlene,begantorevealdeepconceptualdifferences.Inthischapterwewanttoexplorethesedifferencesfurther.Itseemstousthatthiskindofexplorationofdifferencesbetweennearneighborsisessentialifeducationalthoughtaboutpedagogyistoprogress.Asitis,pedagogic
8、alinnovators