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。
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＂.
出处
《山东师范大学学报（人文社会科学版）》
北大核心
2006年第4期150-153,共4页
Journal of Shandong Normal University(Humanities and Social Sciences)
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
constructivism learning theory
leaming＇s accumulativity
leaming＇s adaptivity
leaming＇s interactivity
