在使用多用途投资组合时,如何使用极性思维TM来管理问责制和学习者代理之间的紧张关系?
R van der Gulden1, B P A Thoonen1, S Heeneman2
1Department of Primary and Community Care, Radboud University Medical Center, Nijmegen, the Netherlands.
概括
管理多用途投资组合需要平衡问责制和学习者机构. 本研究使用系统思维来绘制紧张局势,并制定在教育中有效使用投资组合的策略.
科学领域:
- 教育心理学教育心理学
- 在教育中的系统思维.
背景情况:
- 投资组合服务于多种教育目的,如评估和自我调节的学习.
- 结合这些目的往往会造成由于相互依赖而造成的紧张关系.
- 现有的做法很难在单一的投资组合中调和这些相互竞争的需求.
研究的目的:
- 探索用于管理多用途投资组合使用中的紧张关系的方法.
- 将系统思维和极性映射应用于教育组合挑战.
- 确定在投资组合中平衡问责制和学习者机构的策略.
主要方法:
- 利用极性思维TM框架开发一个极性地图.
- 确定了"问责制与学习者机构"作为核心紧张关系.
- 召开了利益相关者会议,制定了行动步骤和早期警告.
主要成果:
- 为了多用途的投资组合使用,创建了一个极性地图,突出了问责制-学习者机构动态.
- 利益相关者确定了与每个极相关的特定价值观和恐惧.
- 制定了可行的步骤和早期警告,以管理发现的紧张局势.
结论:
- 平衡问责制和学习者机构对于有效的多用途投资组合实施至关重要.
- 一个共同的参考框架和对紧张局势的公开讨论至关重要.
- 系统思维为解决复杂的教育挑战提供了有价值的方法.
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