| 学习的累积性、适切性和交互性——论建构主义学习观对当代课堂教学改革的启示 |
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| 引用本文： | 曾继耘.学习的累积性、适切性和交互性——论建构主义学习观对当代课堂教学改革的启示[J].山东师范大学学报(人文社会科学版),2006,51(4):150-153. |
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| 作者姓名： | 曾继耘 |
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| 作者单位： | 山东师范大学,教育科学学院,山东,济南,250014 |
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| 摘 要： | 建构主义学习观是当代课堂教学研究的重要理论基础。它认为:学习是基于先前经验的,具有累积性;学习是任务导引的,具有适切性;学习是基于交往互动的,具有交互性。这启示我们:课堂教学应全面关注并尊重个体已有经验的差异,为学生提供难度适宜的差异性的学习任务,并努力建设一个能促进个体之间交流互动的学习共同体。
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| 关 键 词： | 建构主义学习观 学习的累积性 学习的适切性 学习的交互性 |
| 文章编号： | 1001-5973(2006)04-0150-04 |
| 修稿时间： | 2005年8月8日 |
Learning's Accumulativity, Adaptivity and Interactivity:The Enlightenment of Constructivism Learning Theory on Present Reformation of Classroom Instruction |
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| Zeng Jiyun.Learning''''s Accumulativity, Adaptivity and Interactivity:The Enlightenment of Constructivism Learning Theory on Present Reformation of Classroom Instruction[J].Journal of Shandong Teachers' University(Social Science Edition),2006,51(4):150-153. |
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| Authors: | Zeng Jiyun |
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| Abstract: | Constructivism learning theory is an important theoretical basis for contemporary researches on classroom instruction.It holds that learning is accumulative,based on former experience;learning is adaptive,led by learning task;learning is interactive,based on intercommunication and acceleration each other.All these enlighten us: in classroom instruction,we should pay attention to and respect the discrepancy of personal former experience,provide students differentiated learning tasks and construct actively a "learning community". |
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| Keywords: | constructivism learning theory learning's accumulativity learning's adaptivity learning's interactivity |
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