〔1〕余蓝,刘丽. 我国高等教育实现“内涵式发展”的三条路
径〔J〕. 教育发展研究,2013(7):21-26.
〔2〕Von Krogh G,Spaeth S,Lakhani K R. Community,Join?
ing,and Specialization in Open Source Software Innova?
tion: A Case Study〔J〕. Research Policy,2003,32(7):
1217-1241.
〔3〕Brown J S,Duguid P. Organizational learning and commu?
nities of practice: toward a unified view of working learning
and Innovation〔J〕. Organization Science,1991,2(1):40-
57.
〔4〕埃蒂纳·温格. 实践社团:学习型组织知识管理指南〔M〕.
边婧,译. 北京:机械工业出版社,2003:23.
〔5〕叶海智,丁楠. 基于默会知识论的研究生创新能力培养
策略〔J〕. 中国高教研究,2008(1):25-26.
〔6〕Michael Polanyi. The tacit dimension〔M〕. London: Rout?
ledge & Kegan Paul,1966: 78-89.
〔7〕伯顿·克拉克. 探究的场所:现代大学的科研和研究生教
育〔M〕. 王承旭,译.杭州:浙江教育出版社,2001:268.
〔8〕Bielaczyc K,Collins A. Learning Communities in Class?
rooms: a Re-conceptualization of Educational Practice〔M〕/
C. M. Reigeluth. Instructional Design Theories and Models:
A New Paradigm of Instructional Theory. Mahwah NJ: Law?
rence Erlbaum Associates,1999:269-292.
〔9〕常顺英,林彤. 研究生创新意识和创新能力的培养〔J〕.
北京理工大学学报:社会科学版,2006,8(5):106-109.
〔10〕刘艳,姜爽. 论创造性思维对大学生创新性学习能力的
培养〔J〕. 沈阳建筑大学学报:社会科学版,2007,9(4):
510-512.
〔11〕Wenger E,Snyder W. Communities of Practice: The orga?
nizational frontier〔J〕. Harvard Business Review,2000(1/
2):139-145.
〔12〕J·莱夫,E·温格.情景学习:合法的边缘性参与〔J〕. 王文
静,译. 上海:华东师范大学出版社,2004:34.
〔13〕Boland J,Tenkasi R V. Perspective Making and Perspec?
tive Taking in Communities of Knowing〔J〕. Organization
Science,1995,6(4):350-372.
〔14〕杜昕,宋丹. 研究生专业学术社团建设和发展的思
考〔J〕.中国电力教育,2010(16):159-161.
〔15〕Maura Soekijad. Learning and Knowledge Processes in
Inter - organizational Communities of Practice 〔J〕.
Knowledge and Process Management,2004,11(1):3-12.