發(fā)布時(shí)間：2018-03-02 16:31

  本文選題：生本學(xué)習(xí)　切入點(diǎn)：認(rèn)知建構(gòu)主義　出處：《開放教育研究》2017年04期 　論文類型：期刊論文

【摘要】：生本學(xué)習(xí)是一種將學(xué)生視為自主學(xué)習(xí)掌控者的方法。近年來(lái),研究者和一線教師對(duì)生本學(xué)習(xí)的關(guān)注與討論不斷升溫。然而,如何在基礎(chǔ)教育和高等教育中設(shè)計(jì)、開發(fā)和應(yīng)用生本學(xué)習(xí),學(xué)界尚未提出通用的綜合框架。為了明確指導(dǎo)原則,促進(jìn)學(xué)生主動(dòng)學(xué)習(xí),本文梳理了相關(guān)理論、應(yīng)用案例與研究證據(jù)。生本學(xué)習(xí)的理論基礎(chǔ)是認(rèn)知建構(gòu)主義、心理建構(gòu)主義與自我決定理論。目前對(duì)這三大理論的獨(dú)立研究已較為深入,但還需進(jìn)一步探索三大理論的相互關(guān)系并綜合提煉。本文認(rèn)為:自主性、教學(xué)支架、現(xiàn)實(shí)受眾是實(shí)施生本學(xué)習(xí)的三個(gè)關(guān)鍵因素;生本學(xué)習(xí)的內(nèi)容包括動(dòng)機(jī)、認(rèn)知、社會(huì)交往與情感四方面,基本框架包括定向、掌握、分享三個(gè)步驟。實(shí)施過(guò)程包括:1)讓學(xué)生自主掌控學(xué)習(xí)過(guò)程、明確學(xué)習(xí)意義并樹立目標(biāo);2)提供元認(rèn)知、程序性、概念性、策略性教學(xué)支架,支持學(xué)生自主開展學(xué)習(xí)、掌握學(xué)習(xí)內(nèi)容;3)學(xué)生創(chuàng)作并廣泛展示學(xué)習(xí)成果,而不僅僅由老師評(píng)分;實(shí)施生本學(xué)習(xí)有十條設(shè)計(jì)原則。本文主要為研究者與一線教師提供生本學(xué)習(xí)概念模型與實(shí)施原則,最終加強(qiáng)學(xué)生主動(dòng)投入學(xué)習(xí)。本文首先按時(shí)間順序回顧生本學(xué)習(xí)理論,并試圖總結(jié)生本學(xué)習(xí)特征;然后梳理自我決定理論、認(rèn)知建構(gòu)主義與心理建構(gòu)主義的內(nèi)容與關(guān)鍵結(jié)構(gòu);最后提出定向、掌握、分享學(xué)習(xí)模型以及相應(yīng)的設(shè)計(jì)原則。本文所提出的模型與原則將有助于師生創(chuàng)造良好的自主學(xué)習(xí)氛圍,讓學(xué)生得到有益的幫助,最終為現(xiàn)實(shí)受眾呈現(xiàn)學(xué)習(xí)結(jié)果。
[Abstract]:Student-oriented learning is a method of treating students as autonomous learners. In recent years, researchers and front-line teachers have been paying more and more attention to student-oriented learning. However, how to design in basic and higher education, In order to clarify the guiding principles and promote students' active learning, this paper combs the relevant theories. The theoretical basis of student-oriented learning is cognitive constructivism, psychological constructivism and self-determination theory. However, it is necessary to further explore the relationship between the three theories and refine them synthetically. This paper holds that autonomy, teaching support and realistic audience are the three key factors in the implementation of student-oriented learning, and the contents of student-oriented learning include motivation, cognition, and learning. The basic framework includes three steps: orientation, mastery, and sharing. The implementation process includes: 1) letting students control the learning process autonomously, defining the significance of learning and setting up a goal 2) to provide metacognition, procedure, and conceptualization. Strategic teaching support, support students to learn independently, master the content of learning 3) students to create and widely display learning results, not only by the teacher score; There are ten design principles for the implementation of student-oriented learning. This paper provides a conceptual model and implementation principles of student-oriented learning for researchers and first-line teachers, and finally strengthens students' active participation in learning. Firstly, this paper reviews the theory of student-oriented learning in chronological order. And try to summarize the characteristics of student-oriented learning; then comb the theory of self-determination, cognitive constructivism and psychological constructivism content and key structure; finally, put forward the direction, grasp, The model and principles proposed in this paper will help teachers and students to create a good atmosphere of autonomous learning, let students get useful help, and finally present the learning results for the real audience.
【作者單位】： 佐治亞南方大學(xué)領(lǐng)導(dǎo)力技術(shù)與人類發(fā)展學(xué)院;佐治亞州立大學(xué)教育學(xué)院;浙江傳媒學(xué)院教師教學(xué)發(fā)展中心;浙江大學(xué)教育學(xué)院課程與學(xué)習(xí)科學(xué)系;
【基金】：浙江大學(xué)中央高�；�本科研業(yè)務(wù)費(fèi)專項(xiàng)資金資助課題“教學(xué)設(shè)計(jì)與課堂學(xué)習(xí)研究”(DCL001)
【分類號(hào)】：G420
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本文編號(hào)：1557294