从浅层建构走向深层建构——知识建构理论的发展及其在中国的应用分析

发布时间：2018-03-01 17:01

本文关键词： 知识建构知识创新知识论坛教育改革　出处：《电化教育研究》2012年09期 　论文类型：期刊论文

【摘要】："知识建构"(Knowledge Building)理论是多伦多大学安大略教育研究院Marlene Scardamalia和Carl Bereiter两位教授于上世纪90年代提出的建构主义理论。在历经20多年的发展之后,其理论、教学法和技术手段已自成体系。知识建构理论认为:一般的建构主义教学以完成一系列任务和活动为导向,学生对为什么进行这些活动缺乏理解和掌控,属于"浅层"建构主义;而知识建构理论推崇的是"深层"建构,它以发展学习社区内的公共知识为目标,学生是积极的认知者,须共同承担认知责任。知识建构的基本观点被概括为12条基本原则,用作设计教学法和开发技术工具的基础。知识建构理论与实践已波及包括加拿大、美国、西班牙、新加坡和香港等18个国家和地区,涉及中小学科学、数学、社会、历史等多个学科教学,被应用到基础教育、高等教育、职业教育等多个领域。虽然知识建构理论前些年已由少数学者介绍到中国,但至今仍没有实质性的教学应用。究其原因,分科课程设置、大班教学和应试体制等现实条件是制约该理论在中国应用的主要因素。文章在介绍知识建构理论发展历史、基本原则和支撑技术的基础上,结合中国教育现状,探讨引进与应用该理论的策略,希望能对推进中国当前的课程改革、探讨新的教学思想与方法提供参考。
[Abstract]:The "knowledge Building" theory is a constructivism theory put forward by two professors, Marlene Scardamalia and Carl Bereiter, at the Ontario Institute of Education at the University of Toronto in -10s. The theory of knowledge construction holds that the general constructivism teaching is guided by the completion of a series of tasks and activities, and the students lack understanding and control over why these activities are carried out. It belongs to "shallow" constructivism, and the theory of knowledge construction advocates "deep" construction, which aims at the development of public knowledge in the learning community, and students are active cognitionists. The basic idea of knowledge construction is summarized as 12 basic principles that are used as the basis for designing teaching methods and developing technical tools. The theory and practice of knowledge construction have spread to Canada, the United States, Spain, etc. Singapore and Hong Kong are 18 countries and regions involved in teaching science, mathematics, society, history and other subjects in primary and secondary schools. They have been applied to basic education and higher education. Vocational education and other fields. Although the theory of knowledge construction has been introduced to China by a few scholars a few years ago, there is still no substantial teaching application. Practical conditions such as large-class teaching and exam-oriented system are the main factors restricting the application of the theory in China. Based on the introduction of the development history, basic principles and supporting techniques of the theory of knowledge construction, this paper combines the current situation of education in China. It is hoped that the strategy of introducing and applying the theory can provide a reference for promoting the current curriculum reform and exploring new teaching ideas and methods in China.
【作者单位】：南京师范大学教育科学学院;多伦多大学安大略教育研究院;
【基金】：国家社科基金十二五教育科学规划课题“运用知识建构理论解决学生‘减负’问题的实证研究”(课题编号:BCA110021)
【分类号】：G434

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