. . . . . . "La Teor\u00EDa de la actividad es una metateor\u00EDa, paradigma, o marco de estudio psicol\u00F3gico, con ra\u00EDces dadas por la psicolog\u00EDa hist\u00F3rico-cultural del psic\u00F3logo sovi\u00E9tico Lev Vygotski. Sus fundadores fueron Aleks\u00E9i Le\u00F3ntiev (1903-1979) y Sergu\u00E9i Rubinstein (1889-1960), quienes buscaban entender las actividades humanas como complejos fen\u00F3menos socialmente situados, e ir m\u00E1s all\u00E1 de los paradigmas del psicoan\u00E1lisis y de la psicolog\u00EDa conductista. Esta se convirti\u00F3 en una de las mayores aproximaciones psicol\u00F3gicas en la antigua Uni\u00F3n Sovi\u00E9tica, siendo usada ampliamente, tanto en la psicolog\u00EDa te\u00F3rica como en la aplicada, en \u00E1reas como la educaci\u00F3n, entrenamiento, ergonom\u00EDa, psicolog\u00EDa del trabajo\u200B y psicolog\u00EDa social.\u200B"@es . "Teoria da atividade \u00E9 um termo gen\u00E9rico para uma linha de teorias e pesquisas de ci\u00EAncias sociais ecl\u00E9ticas, com origem na teoria da atividade psicol\u00F3gica sovi\u00E9tica iniciada por Alexei Leontiev e . Esses estudiosos procuraram compreender as atividades humanas como fen\u00F4menos complexos e socialmente situados e ir al\u00E9m dos paradigmas da reflexologia (o ensino de Vladimir Bekhterev e seus seguidores) e da (o ensino de Ivan Pavlov e sua escola), a psican\u00E1lise e o behaviorismo. Tornou-se uma das principais abordagens psicol\u00F3gicas na ex-URSS, sendo amplamente utilizada tanto na psicologia te\u00F3rica como na aplicada, na educa\u00E7\u00E3o, na forma\u00E7\u00E3o profissional, na ergonomia e na psicologia do trabalho."@pt . . . "\u0422\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438"@ru . . . . "\u6D3B\u52A8\u7406\u8BBA\uFF08\u4FC4\u8A9E\uFF1A\u0422\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438\uFF09\u662F\u4E00\u79CD\u548C\u7814\u7A76\u7684\u603B\u79F0\uFF0C\u5176\u6839\u6E90\u662FSergei Rubinstein\u65BC1930\u5E74\u4EE3\u63D0\u51FA\u7684\u8607\u806F\u5FC3\u7406\u5B78\u3002\u540E\u88ABAlexei Leont'ev\u6240\u5021\u5BFC\u548C\u63A8\u5E7F\u3002\u5728Lev Vygotsky\u7684\u4E00\u4E9B\u8457\u4F5C\u4E2D\u4E5F\u53EF\u4EE5\u627E\u5230\u8BE5\u7406\u8BBA\u63D0\u51FA\u521D\u671F\u7684\u4E00\u4E9B\u75D5\u8FF9\u3002\u5B83\u6210\u4E3A\u8607\u806F\u7684\u4E3B\u8981\u5FC3\u7406\u5B66\u7406\u8AD6\u4E4B\u4E00\uFF0C\u88AB\u5E7F\u6CDB\u61C9\u7528\u5728\u7406\u8BBA\u5FC3\u7406\u5B66\u548C\u5E94\u7528\u5FC3\u7406\u5B66\uFF0C\u4EE5\u53CA\u6559\u80B2\u3001\u804C\u4E1A\u57F9\u8BAD\u3001\u4EBA\u4F53\u5DE5\u7A0B\u5B66\u3001\u793E\u4F1A\u5FC3\u7406\u5B66\u548C\u5DE5\u4F5C\u5FC3\u7406\u5B66\u3002"@zh . . . . . . . . . . . . . "Activity theory (AT; Russian: \u0422\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438) is an umbrella term for a line of eclectic social-sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Sergei Rubinstein in the 1930s. It was later advocated for and popularized by Alexei Leont'ev. Some of the traces of the theory in its inception can also be found in a few works of Lev Vygotsky. These scholars sought to understand human activities as systemic and socially situated phenomena and to go beyond paradigms of reflexology (the teaching of Vladimir Bekhterev and his followers) and classical conditioning (the teaching of Ivan Pavlov and his school), psychoanalysis and behaviorism. It became one of the major psychological approaches in the former USSR, being widely used in both theoretical and applied psychology, and in education, professional training, ergonomics, social psychology and work psychology. Activity theory is more of a descriptive meta-theory or framework than a predictive theory. It considers an entire work/activity system (including teams, organizations, etc.) beyond just one actor or user. It accounts for environment, history of the person, culture, role of the artifact, motivations, and complexity of real-life activity. One of the strengths of AT is that it bridges the gap between the individual subject and the social reality\u2014it studies both through the mediating activity. The unit of analysis in AT is the concept of object-oriented, collective and culturally mediated human activity, or activity system. This system includes the object (or objective), subject, mediating artifacts (signs and tools), rules, community and division of labor. The motive for the activity in AT is created through the tensions and contradictions within the elements of the system. According to ethnographer Bonnie Nardi, a leading theorist in AT, activity theory \"focuses on practice, which obviates the need to distinguish 'applied' from 'pure' science\u2014understanding everyday practice in the real world is the very objective of scientific practice. ... The object of activity theory is to understand the unity of consciousness and activity.\" Sometimes called \"Cultural-Historical Activity Theory\", this approach is particularly useful for studying a group that exists \"largely in virtual form, its communications mediated largely through electronic and printed texts.\" Cultural-Historical Activity Theory has accordingly also been applied to genre theory within writing studies to consider how quasi-stabilized forms of communication regularize relations and work while forming communally shared knowledge and values in both educational and workplace settings. AT is particularly useful as a lens in qualitative research methodologies (e.g., ethnography, case study). AT provides a method of understanding and analyzing a phenomenon, finding patterns and making inferences across interactions, describing phenomena and presenting phenomena through a built-in language and rhetoric. A particular activity is a goal-directed or purposeful interaction of a subject with an object through the use of tools. These tools are exteriorized forms of mental processes manifested in constructs, whether physical or psychological. As a results the notion of tools in AT is broad and can involve stationary, digital devices, library materials, or even physical meeting spaces. AT recognizes the internalization and externalization of cognitive processes involved in the use of tools, as well as the transformation or development that results from the interaction."@en . "\u03A3\u03C4\u03B1 \u03C0\u03BB\u03B1\u03AF\u03C3\u03B9\u03B1 \u03B5\u03B9\u03C3\u03B1\u03B3\u03C9\u03B3\u03AE\u03C2 \u03C5\u03C0\u03BF\u03BB\u03BF\u03B3\u03B9\u03C3\u03C4\u03B9\u03BA\u03CE\u03BD \u03C3\u03C5\u03C3\u03C4\u03B7\u03BC\u03AC\u03C4\u03C9\u03BD \u03C3\u03B5 \u03B5\u03AF\u03BD\u03B1\u03B9 \u03B1\u03C0\u03B1\u03C1\u03B1\u03AF\u03C4\u03B7\u03C4\u03B7 \u03B7 \u03BC\u03B5\u03BB\u03AD\u03C4\u03B7 \u03C4\u03B7\u03C2 \u03B5\u03C0\u03AF\u03B4\u03C1\u03B1\u03C3\u03B7\u03C2 \u03C0\u03BF\u03C5 \u03B7 \u03B5\u03B9\u03C3\u03B1\u03B3\u03C9\u03B3\u03AE \u03C4\u03B7\u03C2 \u03C4\u03B5\u03C7\u03BD\u03BF\u03BB\u03BF\u03B3\u03AF\u03B1\u03C2 \u03B1\u03C5\u03C4\u03AE\u03C2 \u03B8\u03B1 \u03AD\u03C7\u03B5\u03B9 \u03C3\u03C4\u03BF\u03BD \u03BF\u03C1\u03B3\u03B1\u03BD\u03B9\u03C3\u03BC\u03CC, \u03B1\u03C6\u03BF\u03CD \u03BF\u03B9 \u03C1\u03CC\u03BB\u03BF\u03B9 \u03C4\u03C9\u03BD \u03B5\u03C1\u03B3\u03B1\u03B6\u03BF\u03BC\u03AD\u03BD\u03C9\u03BD \u03B8\u03B1 \u03B5\u03C0\u03B7\u03C1\u03B5\u03B1\u03C3\u03C4\u03BF\u03CD\u03BD \u03BA\u03B1\u03B9 \u03B7 \u03B8\u03AD\u03C3\u03B7 \u03C4\u03BF\u03C5\u03C2 \u03C3\u03C4\u03BF\u03BD \u03BF\u03C1\u03B3\u03B1\u03BD\u03B9\u03C3\u03BC\u03CC \u03C0\u03B9\u03B8\u03B1\u03BD\u03CC \u03BD\u03B1 \u03B1\u03BB\u03BB\u03AC\u03BE\u03B5\u03B9. \u0395\u03BD \u03B3\u03AD\u03BD\u03B5\u03B9 \u03B5\u03AF\u03BD\u03B1\u03B9 \u03B3\u03BD\u03C9\u03C3\u03C4\u03CC \u03CC\u03C4\u03B9 \u03BF\u03B9 \u03C5\u03C0\u03BF\u03BB\u03BF\u03B3\u03B9\u03C3\u03C4\u03AD\u03C2 \u03AD\u03C7\u03BF\u03C5\u03BD \u03B1\u03BC\u03C6\u03AF\u03C3\u03B7\u03BC\u03B7 \u03B5\u03C0\u03AF\u03B4\u03C1\u03B1\u03C3\u03B7 \u03C3\u03C4\u03BF\u03C5\u03C2 \u03BF\u03C1\u03B3\u03B1\u03BD\u03B9\u03C3\u03BC\u03BF\u03CD\u03C2 \u03BA\u03B1\u03B9 \u03C3\u03C4\u03B7\u03BD \u03B5\u03C1\u03B3\u03B1\u03C3\u03AF\u03B1 \u03B3\u03B5\u03BD\u03B9\u03BA\u03CC\u03C4\u03B5\u03C1\u03B1. \u0391\u03C6\u03B5\u03BD\u03CC\u03C2 \u03BC\u03B5\u03BD \u03AD\u03C7\u03BF\u03C5\u03BD \u03C9\u03C2 \u03C3\u03C5\u03BD\u03AD\u03C0\u03B5\u03B9\u03B1 \u03C4\u03B7\u03BD \u03C5\u03C0\u03BF\u03BA\u03B1\u03C4\u03AC\u03C3\u03C4\u03B1\u03C3\u03B7 \u03B4\u03C1\u03B1\u03C3\u03C4\u03B7\u03C1\u03B9\u03BF\u03C4\u03AE\u03C4\u03C9\u03BD \u03BA\u03B1\u03B9 \u03C4\u03B7\u03BD \u03B1\u03C0\u03CE\u03BB\u03B5\u03B9\u03B1 \u03B4\u03B5\u03BE\u03B9\u03BF\u03C4\u03AE\u03C4\u03C9\u03BD \u03BA\u03B1\u03B8\u03CE\u03C2 \u03BA\u03B1\u03B9 \u03C4\u03B7\u03BD \u03B5\u03C0\u03B9\u03B2\u03BF\u03BB\u03AE \u03BC\u03B5\u03B3\u03B1\u03BB\u03CD\u03C4\u03B5\u03C1\u03BF\u03C5 \u03B5\u03BB\u03AD\u03B3\u03C7\u03BF\u03C5 \u03B5\u03C0\u03AF \u03C4\u03C9\u03BD \u03B5\u03C1\u03B3\u03B1\u03B6\u03BF\u03BC\u03AD\u03BD\u03C9\u03BD, \u03B1\u03C6\u03B5\u03C4\u03AD\u03C1\u03BF\u03C5 \u03B4\u03B5 \u03C0\u03B1\u03C1\u03AD\u03C7\u03BF\u03C5\u03BD \u03B5\u03C1\u03B3\u03B1\u03BB\u03B5\u03AF\u03B1 \u03B3\u03B9\u03B1 \u03C4\u03B7 \u03B2\u03B5\u03BB\u03C4\u03AF\u03C9\u03C3\u03B7 \u03C4\u03B7\u03C2 \u03C0\u03B1\u03C1\u03B1\u03B3\u03C9\u03B3\u03B9\u03BA\u03CC\u03C4\u03B7\u03C4\u03AC\u03C2 \u03BA\u03B1\u03B9 \u03C4\u03B7\u03C2 \u03B4\u03B7\u03BC\u03B9\u03BF\u03C5\u03C1\u03B3\u03B9\u03BA\u03CC\u03C4\u03B7\u03C4\u03AC\u03C2 \u03C4\u03BF\u03C5\u03C2. \u03A0\u03BF\u03BB\u03BB\u03AD\u03C2 \u03B4\u03B9\u03B1\u03C6\u03BF\u03C1\u03B5\u03C4\u03B9\u03BA\u03AD\u03C2 \u03BC\u03AD\u03B8\u03BF\u03B4\u03BF\u03B9 \u03AD\u03C7\u03BF\u03C5\u03BD \u03B1\u03BD\u03B1\u03C0\u03C4\u03C5\u03C7\u03B8\u03B5\u03AF \u03B3\u03B9\u03B1 \u03C4\u03B7 \u03BC\u03B5\u03BB\u03AD\u03C4\u03B7 \u03C4\u03B7\u03C2 \u03B5\u03C0\u03AF\u03B4\u03C1\u03B1\u03C3\u03B7\u03C2 \u03B5\u03BD\u03CC\u03C2 \u03C3\u03C7\u03B5\u03B4\u03B9\u03B1\u03B6\u03CC\u03BC\u03B5\u03BD\u03BF\u03C5 \u03C3\u03C5\u03C3\u03C4\u03AE\u03BC\u03B1\u03C4\u03BF\u03C2 \u03C0\u03BF\u03C5 \u03C0\u03C1\u03CC\u03BA\u03B5\u03B9\u03C4\u03B1\u03B9 \u03BD\u03B1 \u03B5\u03B9\u03C3\u03B1\u03C7\u03B8\u03B5\u03AF \u03C3\u2019\u03AD\u03BD\u03B1 \u03B4\u03B5\u03B4\u03BF\u03BC\u03AD\u03BD\u03BF \u03BF\u03C1\u03B3\u03B1\u03BD\u03B9\u03C3\u03BC\u03CC. \u03A4\u03AD\u03C4\u03BF\u03B9\u03B5\u03C2 \u03B5\u03AF\u03BD\u03B1\u03B9 \u03B7 \u03B5\u03C0\u03B9\u03C3\u03C4\u03B7\u03BC\u03BF\u03BD\u03B9\u03BA\u03AE \u03B4\u03B9\u03B1\u03C7\u03B5\u03AF\u03C1\u03B9\u03C3\u03B7 (scientific management), \u03B7 \u03BA\u03BF\u03B9\u03BD\u03C9\u03BD\u03B9\u03BF\u03C4\u03B5\u03C7\u03BD\u03B9\u03BA\u03AE \u03C0\u03C1\u03BF\u03C3\u03AD\u03B3\u03B3\u03B9\u03C3\u03B7 (sociotechnical), \u03B7 \u03B8\u03B5\u03C9\u03C1\u03AF\u03B1 \u03B4\u03C1\u03B1\u03C3\u03C4\u03B7\u03C1\u03B9\u03BF\u03C4\u03AE\u03C4\u03C9\u03BD (activity theory), \u03B7 \u03B4\u03B9\u03B1\u03C7\u03B5\u03AF\u03C1\u03B9\u03C3\u03B7 \u03C1\u03BF\u03AE\u03C2 \u03B5\u03C1\u03B3\u03B1\u03C3\u03B9\u03CE\u03BD (work flow management) \u03BA\u03BB\u03C0."@el . "Teori aktivitas"@in . . . "\u0422\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438 \u0438\u043B\u0438 \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u043D\u044B\u0439 \u043F\u043E\u0434\u0445\u043E\u0434 \u2014 \u0448\u043A\u043E\u043B\u0430 \u0441\u043E\u0432\u0435\u0442\u0441\u043A\u043E\u0439 \u043F\u0441\u0438\u0445\u043E\u043B\u043E\u0433\u0438\u0438, \u043E\u0441\u043D\u043E\u0432\u0430\u043D\u043D\u0430\u044F \u0421. \u041B. \u0420\u0443\u0431\u0438\u043D\u0448\u0442\u0435\u0439\u043D\u043E\u043C \u0438 \u0440\u0430\u0437\u0432\u0438\u0442\u0430\u044F \u0410. \u041D. \u041B\u0435\u043E\u043D\u0442\u044C\u0435\u0432\u044B\u043C \u043D\u0430 \u043E\u0441\u043D\u043E\u0432\u0435 \u0435\u0433\u043E \u0438\u043D\u0442\u0435\u0440\u043F\u0440\u0435\u0442\u0430\u0446\u0438\u0438 \u043A\u0443\u043B\u044C\u0442\u0443\u0440\u043D\u043E-\u0438\u0441\u0442\u043E\u0440\u0438\u0447\u0435\u0441\u043A\u043E\u0433\u043E \u043F\u043E\u0434\u0445\u043E\u0434\u0430 \u041B. \u0421. \u0412\u044B\u0433\u043E\u0442\u0441\u043A\u043E\u0433\u043E."@ru . . "La th\u00E9orie de l'activit\u00E9 est une th\u00E9orie activiste et interventionniste. Cette derni\u00E8re s\u2019ancre dans les travaux de psychologues russes tels que Lev Vygotski, Alexis Leontiev, Davydov, Ilenkov, et plus r\u00E9cemment dans ceux de chercheurs finlandais comme Yrj\u00F6 Engestr\u00F6m ou Virkkunen, ou fran\u00E7ais comme Yves Clot (Barma, 2008). Issue du contexte historique de la r\u00E9volution russe du d\u00E9but du XXe si\u00E8cle, sa particularit\u00E9 tient \u00E0 son ancrage dans une posture dialectique qui met en avant les liens th\u00E9orie-pratique (Ilenkov, 1982; Barma, 2008)."@fr . . "\u0422\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438 \u0438\u043B\u0438 \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u043D\u044B\u0439 \u043F\u043E\u0434\u0445\u043E\u0434 \u2014 \u0448\u043A\u043E\u043B\u0430 \u0441\u043E\u0432\u0435\u0442\u0441\u043A\u043E\u0439 \u043F\u0441\u0438\u0445\u043E\u043B\u043E\u0433\u0438\u0438, \u043E\u0441\u043D\u043E\u0432\u0430\u043D\u043D\u0430\u044F \u0421. \u041B. \u0420\u0443\u0431\u0438\u043D\u0448\u0442\u0435\u0439\u043D\u043E\u043C \u0438 \u0440\u0430\u0437\u0432\u0438\u0442\u0430\u044F \u0410. \u041D. \u041B\u0435\u043E\u043D\u0442\u044C\u0435\u0432\u044B\u043C \u043D\u0430 \u043E\u0441\u043D\u043E\u0432\u0435 \u0435\u0433\u043E \u0438\u043D\u0442\u0435\u0440\u043F\u0440\u0435\u0442\u0430\u0446\u0438\u0438 \u043A\u0443\u043B\u044C\u0442\u0443\u0440\u043D\u043E-\u0438\u0441\u0442\u043E\u0440\u0438\u0447\u0435\u0441\u043A\u043E\u0433\u043E \u043F\u043E\u0434\u0445\u043E\u0434\u0430 \u041B. \u0421. \u0412\u044B\u0433\u043E\u0442\u0441\u043A\u043E\u0433\u043E."@ru . . "Activity theory (AT; Russian: \u0422\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438) is an umbrella term for a line of eclectic social-sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Sergei Rubinstein in the 1930s. It was later advocated for and popularized by Alexei Leont'ev. Some of the traces of the theory in its inception can also be found in a few works of Lev Vygotsky. These scholars sought to understand human activities as systemic and socially situated phenomena and to go beyond paradigms of reflexology (the teaching of Vladimir Bekhterev and his followers) and classical conditioning (the teaching of Ivan Pavlov and his school), psychoanalysis and behaviorism. It became one of the major psychological approaches in the former USSR, being widely used in both theo"@en . . "\u6D3B\u52D5\u7406\u8AD6"@zh . . "Th\u00E9orie de l'activit\u00E9"@fr . "La th\u00E9orie de l'activit\u00E9 est une th\u00E9orie activiste et interventionniste. Cette derni\u00E8re s\u2019ancre dans les travaux de psychologues russes tels que Lev Vygotski, Alexis Leontiev, Davydov, Ilenkov, et plus r\u00E9cemment dans ceux de chercheurs finlandais comme Yrj\u00F6 Engestr\u00F6m ou Virkkunen, ou fran\u00E7ais comme Yves Clot (Barma, 2008). Issue du contexte historique de la r\u00E9volution russe du d\u00E9but du XXe si\u00E8cle, sa particularit\u00E9 tient \u00E0 son ancrage dans une posture dialectique qui met en avant les liens th\u00E9orie-pratique (Ilenkov, 1982; Barma, 2008). \u00AB En s\u2019appuyant sur la notion de \u2018crise\u2019 en psychologie, elle prend racine dans l\u2019h\u00E9ritage de Vygotski et se penche sur l\u2019\u00E9tude de l\u2019activit\u00E9 vue comme complexe et interdisciplinaire. La th\u00E9orie de l\u2019activit\u00E9 s\u2019int\u00E9resse \u00E0 l\u2019activit\u00E9 humaine envisag\u00E9e comme une activit\u00E9 sociale. Elle permet d\u2019aborder et de chercher des r\u00E9ponses \u00E0 des probl\u00E8mes complexes, comme ceux li\u00E9s au monde du travail ou ceux li\u00E9s \u00E0 l\u2019apprentissage. Par exemple, en \u00E9ducation, plusieurs membres d\u2019une communaut\u00E9 \u00E9ducative cherchent g\u00E9n\u00E9ralement \u00E0 donner un sens \u00E0 leurs actions afin d\u2019am\u00E9liorer la r\u00E9ussite scolaire, \u00E0 int\u00E9grer de nouveaux outils d\u2019enseignement, \u00E0 optimiser les conditions de travail, en bref \u00E0 mettre en place de nouvelles fa\u00E7ons de faire \u00BB (Barma, 2008). Le congr\u00E8s de l'International Society for Cultural-historical and Activity Research (ISCAR) a lieu tous les trois ans. Celui de Qu\u00E9bec, au Canada, a eu lieu en ao\u00FBt 2017 et avait pour th\u00E8me Taking a 360\u00B0 view of the landscape of cultural-historical activity research:The state of our scholarship in practice. Le prochain congr\u00E8s se d\u00E9roulera \u00E0 Natal au Br\u00E9sil en 2020 (a \u00E9t\u00E9 report\u00E9 en 2021), le suivant est pr\u00E9vu \u00E0 Moscou, Russie en 2023."@fr . . . . . . . . . . "\u6D3B\u52A8\u7406\u8BBA\uFF08\u4FC4\u8A9E\uFF1A\u0422\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438\uFF09\u662F\u4E00\u79CD\u548C\u7814\u7A76\u7684\u603B\u79F0\uFF0C\u5176\u6839\u6E90\u662FSergei Rubinstein\u65BC1930\u5E74\u4EE3\u63D0\u51FA\u7684\u8607\u806F\u5FC3\u7406\u5B78\u3002\u540E\u88ABAlexei Leont'ev\u6240\u5021\u5BFC\u548C\u63A8\u5E7F\u3002\u5728Lev Vygotsky\u7684\u4E00\u4E9B\u8457\u4F5C\u4E2D\u4E5F\u53EF\u4EE5\u627E\u5230\u8BE5\u7406\u8BBA\u63D0\u51FA\u521D\u671F\u7684\u4E00\u4E9B\u75D5\u8FF9\u3002\u5B83\u6210\u4E3A\u8607\u806F\u7684\u4E3B\u8981\u5FC3\u7406\u5B66\u7406\u8AD6\u4E4B\u4E00\uFF0C\u88AB\u5E7F\u6CDB\u61C9\u7528\u5728\u7406\u8BBA\u5FC3\u7406\u5B66\u548C\u5E94\u7528\u5FC3\u7406\u5B66\uFF0C\u4EE5\u53CA\u6559\u80B2\u3001\u804C\u4E1A\u57F9\u8BAD\u3001\u4EBA\u4F53\u5DE5\u7A0B\u5B66\u3001\u793E\u4F1A\u5FC3\u7406\u5B66\u548C\u5DE5\u4F5C\u5FC3\u7406\u5B66\u3002"@zh . . . . . . . . . . . . . . . "Teoria czynno\u015Bci (ros. \u0442\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438) lub podej\u015Bcie czynno\u015Bciowe (ros. \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u043D\u044B\u0439 \u043F\u043E\u0434\u0445\u043E\u0434) \u2013 szko\u0142a psychologii radzieckiej. Podstawy tej teorii powsta\u0142y w latach dwudziestych i trzydziestych w ramach radzieckiej (ros.), kt\u00F3rej przedstawiciele (Aleksandr \u0141urija, Siergiej Rubinsztejn i Aleksiej Leontjew) opierali si\u0119 na pracach Lwa Wygotskiego, oraz doktrynie Karola Marksa i Fryderyka Engelsa, w szczeg\u00F3lno\u015Bci na ich \u201Ekoncepcji pracy\u201D."@pl . . . . . . . . . . . "Teoria da atividade"@pt . . . "T\u00E4tigkeitstheorie"@de . . . . . . . . . "Gizarte zientzien teoria eta ikerketa eklektikoen ildo bat biltzen duen terminoa da, 1930eko hamarkadan Sergei Rubinsteinek bultzatutako jarduera psikologiko sobietarraren teorian oinarritzen dena. Ondoren, Alexei Leont 'evek defendatu eta famatu zuen. Teoriaren hastapenetako arrasto batzuk Lev Vygotskyren lan batzuetan ere aurki daitezke.Giza jarduerak sistemaz eta sozialki kokatutako fenomeno gisa ulertzen saiatu ziren ikerlari hauek, baita erreflexologiaren paradigmak (Vladimir Bekhtereven eta bere jarraitzaileen irakaskuntza) eta baldintzapen klasikoa (Ivan Pavloven eta bere eskolaren irakaskuntza), psikoanalisia eta konduktismoa gainditzen ere. SESB zaharraren ikuspegi psikologiko nagusietako bat bihurtu zen, psikologia teorikoan zein aplikatuan asko erabili zelarik, baita hezkuntzan, lanbide-heziketan, ergonomian, psikologia sozialean eta lanaren psikologian ere . TA bereziki baliagarria da ikerketa kualitatiboko metodologietan lente gisa (adibidez, etnografia, kasuen azterketa). TA metodoak metodo bat eskaintzen du fenomeno bat ulertzeko eta aztertzeko, patroiak aurkitzeko eta inferentziak egiteko interakzioen bidez, fenomenoak deskribatzeko eta hizkuntza eta erretorika txertatu baten bidez aurkezteko. Jarduera zehatz bat subjektu batek objektu batekin duen helburu edo helburu bati zuzendutako elkarrekintza bat da, tresnak erabiliz. Tresna horiek eraikuntza fisiko edo psikologikoetan agertzen diren prozesu mentalen ageriko formak dira. TA programak tresnen erabileran inplikatutako prozesu kognitiboen barneratzea eta kanporatzea onartzen du, baita elkarreraginaren ondoriozko eraldaketa edo garapena ere ."@eu . . . . . . . . . . . . . . . "La Teor\u00EDa de la actividad es una metateor\u00EDa, paradigma, o marco de estudio psicol\u00F3gico, con ra\u00EDces dadas por la psicolog\u00EDa hist\u00F3rico-cultural del psic\u00F3logo sovi\u00E9tico Lev Vygotski. Sus fundadores fueron Aleks\u00E9i Le\u00F3ntiev (1903-1979) y Sergu\u00E9i Rubinstein (1889-1960), quienes buscaban entender las actividades humanas como complejos fen\u00F3menos socialmente situados, e ir m\u00E1s all\u00E1 de los paradigmas del psicoan\u00E1lisis y de la psicolog\u00EDa conductista. Esta se convirti\u00F3 en una de las mayores aproximaciones psicol\u00F3gicas en la antigua Uni\u00F3n Sovi\u00E9tica, siendo usada ampliamente, tanto en la psicolog\u00EDa te\u00F3rica como en la aplicada, en \u00E1reas como la educaci\u00F3n, entrenamiento, ergonom\u00EDa, psicolog\u00EDa del trabajo\u200B y psicolog\u00EDa social.\u200B"@es . "Die T\u00E4tigkeitstheorie (engl. activity theory), auch Aktivit\u00E4tstheorie genannt, ist eine psychologische Theorie, die in den 1930er Jahren in Charkow von Alexei Nikolajewitsch Leontjew (Leont'ev) und Mitarbeitern entwickelt wurde. Sie ist eine Weiterentwicklung der Arbeiten, welche in den 1920er Jahren in Moskau im Rahmen der heute als Kulturhistorische Schule bekannten Arbeitszusammenh\u00E4nge um die Psychologen Lew Semjonowitsch Wygotski (Vygotskij), Alexander Romanowitsch Lurija (Luria) und Alexei Nikolajewitsch Leontjew (Leont'ev) entstanden. Nach der T\u00E4tigkeitstheorie ist das Verh\u00E4ltnis von Mensch und Umwelt ein gesellschaftliches, gekennzeichnet durch die Entwicklung kultureller Werkzeuge und Zeichen."@de . "Teoria da atividade \u00E9 um termo gen\u00E9rico para uma linha de teorias e pesquisas de ci\u00EAncias sociais ecl\u00E9ticas, com origem na teoria da atividade psicol\u00F3gica sovi\u00E9tica iniciada por Alexei Leontiev e . Esses estudiosos procuraram compreender as atividades humanas como fen\u00F4menos complexos e socialmente situados e ir al\u00E9m dos paradigmas da reflexologia (o ensino de Vladimir Bekhterev e seus seguidores) e da (o ensino de Ivan Pavlov e sua escola), a psican\u00E1lise e o behaviorismo. Tornou-se uma das principais abordagens psicol\u00F3gicas na ex-URSS, sendo amplamente utilizada tanto na psicologia te\u00F3rica como na aplicada, na educa\u00E7\u00E3o, na forma\u00E7\u00E3o profissional, na ergonomia e na psicologia do trabalho. A teoria da atividade \u00E9 mais uma meta-teoria ou quadro descritivo do que uma teoria preditiva. Ela considera todo um sistema de trabalho/atividade (incluindo equipes, organiza\u00E7\u00F5es, etc.) al\u00E9m de apenas um ator ou usu\u00E1rio. Entra em considera\u00E7\u00E3o com o ambiente, a hist\u00F3ria da pessoa, a cultura, o papel do artefato, as motiva\u00E7\u00F5es e a complexidade da atividade da vida real. Um dos pontos fortes da teoria da atividade \u00E9 que ela faz a ponte entre o sujeito individual e a realidade social - ela estuda ambos atrav\u00E9s da atividade de media\u00E7\u00E3o. A unidade de an\u00E1lise na teoria da atividade \u00E9 o conceito de atividade humana culturalmente mediada, coletiva e orientada a objetos, ou sistema de atividade. Esse sistema inclui o objeto (ou objetivo), assunto, artefatos mediadores (sinais e ferramentas), regras, comunidade e divis\u00E3o do trabalho. O motivo para a atividade na teoria da atividade \u00E9 criado atrav\u00E9s das tens\u00F5es e contradi\u00E7\u00F5es dentro dos elementos do sistema. De acordo com o etn\u00F3grafo , um te\u00F3rico especialista na teoria da atividade, esta \"centra-se na pr\u00E1tica, o que elimina a necessidade de distinguir ci\u00EAncia 'aplicada' de 'pura' - entender a pr\u00E1tica quotidiana no mundo real \u00E9 o principal objectivo da pr\u00E1tica cient\u00EDfica. (...) O objeto da teoria da atividade \u00E9 compreender a unidade da consci\u00EAncia e da atividade.\" A teoria da atividade \u00E9 particularmente \u00FAtil como uma lente em metodologias de pesquisa qualitativa (por exemplo, etnografia, estudo de caso). A teoria da atividade fornece um m\u00E9todo de compreens\u00E3o e an\u00E1lise de um fen\u00F4meno, encontrando padr\u00F5es e fazendo infer\u00EAncias atrav\u00E9s de intera\u00E7\u00F5es, descrevendo fen\u00F4menos e apresentando fen\u00F4menos atrav\u00E9s de uma linguagem e ret\u00F3rica embutida. Uma atividade em particular \u00E9 uma intera\u00E7\u00E3o propositada ou dirigida a objetivos de um sujeito com um objeto atrav\u00E9s do uso de ferramentas. Essas ferramentas s\u00E3o formas exteriorizadas de processos mentais que se manifestam em constru\u00E7\u00F5es, sejam elas f\u00EDsicas ou psicol\u00F3gicas. A teoria da atividade reconhece a internaliza\u00E7\u00E3o e a externaliza\u00E7\u00E3o de processos cognitivos envolvidos na utiliza\u00E7\u00E3o de ferramentas, bem como a transforma\u00E7\u00E3o ou desenvolvimento que resulta da intera\u00E7\u00E3o."@pt . . . . . "628450"^^ . . . . . . . . . . . . "39738"^^ . "Teor\u00EDa de la actividad"@es . . . "Die T\u00E4tigkeitstheorie (engl. activity theory), auch Aktivit\u00E4tstheorie genannt, ist eine psychologische Theorie, die in den 1930er Jahren in Charkow von Alexei Nikolajewitsch Leontjew (Leont'ev) und Mitarbeitern entwickelt wurde. Sie ist eine Weiterentwicklung der Arbeiten, welche in den 1920er Jahren in Moskau im Rahmen der heute als Kulturhistorische Schule bekannten Arbeitszusammenh\u00E4nge um die Psychologen Lew Semjonowitsch Wygotski (Vygotskij), Alexander Romanowitsch Lurija (Luria) und Alexei Nikolajewitsch Leontjew (Leont'ev) entstanden. Nach der T\u00E4tigkeitstheorie ist das Verh\u00E4ltnis von Mensch und Umwelt ein gesellschaftliches, gekennzeichnet durch die Entwicklung kultureller Werkzeuge und Zeichen."@de . 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"Activity theory"@en . "\u0398\u03B5\u03C9\u03C1\u03AF\u03B1 \u03B4\u03C1\u03B1\u03C3\u03C4\u03B7\u03C1\u03B9\u03BF\u03C4\u03AE\u03C4\u03C9\u03BD"@el . . . . "Teoria czynno\u015Bci"@pl . . . . . . "1115416800"^^ . "Jardueraren teoria"@eu . . "Gizarte zientzien teoria eta ikerketa eklektikoen ildo bat biltzen duen terminoa da, 1930eko hamarkadan Sergei Rubinsteinek bultzatutako jarduera psikologiko sobietarraren teorian oinarritzen dena. Ondoren, Alexei Leont 'evek defendatu eta famatu zuen. Teoriaren hastapenetako arrasto batzuk Lev Vygotskyren lan batzuetan ere aurki daitezke.Giza jarduerak sistemaz eta sozialki kokatutako fenomeno gisa ulertzen saiatu ziren ikerlari hauek, baita erreflexologiaren paradigmak (Vladimir Bekhtereven eta bere jarraitzaileen irakaskuntza) eta baldintzapen klasikoa (Ivan Pavloven eta bere eskolaren irakaskuntza), psikoanalisia eta konduktismoa gainditzen ere. SESB zaharraren ikuspegi psikologiko nagusietako bat bihurtu zen, psikologia teorikoan zein aplikatuan asko erabili zelarik, baita hezkuntzan,"@eu . . . . "\u0646\u0638\u0631\u064A\u0629 \u0627\u0644\u0646\u0634\u0627\u0637"@ar . . 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"Teoria czynno\u015Bci (ros. \u0442\u0435\u043E\u0440\u0438\u044F \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438) lub podej\u015Bcie czynno\u015Bciowe (ros. \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u043D\u044B\u0439 \u043F\u043E\u0434\u0445\u043E\u0434) \u2013 szko\u0142a psychologii radzieckiej. Podstawy tej teorii powsta\u0142y w latach dwudziestych i trzydziestych w ramach radzieckiej (ros.), kt\u00F3rej przedstawiciele (Aleksandr \u0141urija, Siergiej Rubinsztejn i Aleksiej Leontjew) opierali si\u0119 na pracach Lwa Wygotskiego, oraz doktrynie Karola Marksa i Fryderyka Engelsa, w szczeg\u00F3lno\u015Bci na ich \u201Ekoncepcji pracy\u201D."@pl . .