意义学习观的理论创新及对教育的启示

发布时间：2018-05-15 22:18

本文选题：意义学习 + 现代学习理论　；参考：《学术交流》2014年06期

【摘要】：意义学习观的理论形成主要来源于认知主义、人本主义和建构主义三大学习理论,从三大学习理论中提炼出意义学习的概念,并剖析三种意义学习观之间的关系。三种意义学习观具有不同的理论价值和实践价值。其中意义学习观的理论价值体现为:认知主义的意义学习观强调新旧知识之间的意义连接;人本主义的意义学习观强调学习内容与个体之间发生意义连接;建构主义的意义学习观强调学习个体对知识进行意义建构。而意义学习观的实践价值则体现为:认知主义有助于扩展学生的认知结构;人本主义具有人文关怀;建构主义促进学生学习方式的转变。意义学习观对教育的启示主要体现为:在教育实践中帮助学生同化新的信息,形成新知识;为学生提供新旧知识之间连接的桥梁;注重对学生学习能力的培养;关注学生的主体性,培养学生的自我学习意识。
[Abstract]:The formation of the theory of meaning learning mainly comes from the three major learning theories of cognitivism, humanism and constructivism. The concept of meaning learning is extracted from the three learning theories and the relationship between the three kinds of meaning learning views is analyzed. The three senses of learning have different theoretical and practical values. The theoretical value of meaning learning view is embodied in the following aspects: cognitive meaning learning view emphasizes meaning connection between new and old knowledge, humanistic meaning learning view emphasizes meaningful connection between learning content and individual, and cognitive meaning learning view emphasizes meaning connection between new and old knowledge. Constructivism's view of meaning learning emphasizes the meaning construction of knowledge by individual learners. The practical value of the concept of meaning learning is embodied as follows: cognitivism helps to expand students' cognitive structure; humanism has humanistic concern; constructivism promotes the transformation of students' learning style. The enlightenment of the concept of meaning learning to education is as follows: to help students assimilate new information and form new knowledge, to provide the bridge between new and old knowledge, to pay attention to the cultivation of students' learning ability, to help students assimilate new information and to form new knowledge. Pay attention to students' subjectivity and cultivate students' self-learning consciousness.
【作者单位】：哈尔滨工程大学思想政治理论课教学研究部;
【分类号】：G420

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