| 知识三分法在教育心理学中的意义 |
| |
| 引用本文： | 赵山明. 知识三分法在教育心理学中的意义[J]. 郑州大学学报(哲学社会科学版), 2003, 36(5): 149-151 |
| |
| 作者姓名： | 赵山明 |
| |
| 作者单位： | 华中科技大学,湖北,武汉,430030 |
| |
| 摘 要： | 根据儿童获取知识的方式,陈述性知识可以进一步区分为记忆、理解和体验三类知识。其中体验类知识具有非继承性和非传播性特征,这意味着体验类知识不能通过传统的课堂教学和教材来获得。加强这类知识教学的研究,对于教育和引导儿童健康成长和知识扩展有重要意义。
|
| 关 键 词： | 陈述性知识 分类 儿童教育 心理学 |
| 文章编号： | 1001-8204(2003)05-0149-03 |
| 修稿时间： | 2003-03-10 |
The Meaning of the Intellectual Three-part Method in Education Psychology |
| |
| ZHAO Shan-ming. The Meaning of the Intellectual Three-part Method in Education Psychology[J]. Journal of Zhengzhou University(Philosophy and Social Science Edition), 2003, 36(5): 149-151 |
| |
| Authors: | ZHAO Shan-ming |
| |
| Abstract: | According to the way the children obtain knowledge, the narrating knowledge can be further classified into three ones as memorizing, understanding and experiencing; among which the experiencing one has non-succession and non-spreading nature. This means that the experiencing one cannot be obtained through the traditional classroom teaching and textbook teaching. It has importam meaning for teaching and directing the children to healthily grow and expand their knowledge to strengthen the study in this respect. |
| |
| Keywords: | Narrating knowledge classify children education psychology |
| 本文献已被 CNKI 万方数据 等数据库收录！ |
|
