摘要
在主体间性视野下的学习共同体呈现出主体二元性,交互主体双方建构出了主体间的社会关系;在"主体—主体"的交往模式中,学习者以对话的形式相互体验,相互理解,相互启发,在启发他人的同时自己也会受到启发而实现自我启发,即相互启发原理。其认知过程是:"原型激活—新异类比—打破思维定势"。这一原理直接指导着共同体的实践,如本文中校际教师学习共同体的构建与实施。对学习共同体内认知机制的探究,对于教育教学创新、营造良好的学习环境等方面有着现实的意义。
The learning community based on intersubjectivity shows a body of two-sideness, and different characteristics of subjects and levels of awareness make two parties, in the form of mutual dialogues, experience each other, understand each other, and inspire each other, that is, when one inspires others, at the same time he is also inspired to achieve self inspiration. With the practice of WISC, the cognitive mechanism of learning community is explored, and an information processing model of peer inspiration based on prototype matching in learning community is put forward, so as to provide guidance for the construction of the interschool teachers＇ learning community. Besides, exploring the cognitive mechanism of peer inspiration in the learning community is of practical significance for the innovation of education and teaching.
出处
《远程教育杂志》
CSSCI
2014年第4期76-85,共10页
Journal of Distance Education
基金
国家社会科学基金"十一五"规划2010年度教育学一般课题"基于网络校际协作学习的相互启发原理和多样性学习理论研究"(课题批准号:BCA100021)的研究成果
关键词
相互启发
认知机制
主体间性
交互理解
教学相长
Learning community
Mutual inspiration
Cognitive mechanism
Intersubjectivity
Proto type
