获得学习模型的困境与参与学习模型的转向
发布时间：2019-03-14 14:05
【摘要】：根据基础信念的不同,可将学习的研究与实践分为获得与参与两种取向的模型。获得模型假定学习即获得某种实体材料的过程,参与模型假定学习即成为团体成员的过程。20世纪末期学习理论发生由获得向参与转向的原因在于,获得模型面临的认识论困境以及所产生的不良规范与价值问题。要恰当处理获得模型与参与模型的关系,须正确认识知识的迁移,不偏废一方,使二者有机互补,并根据实际需要选择与应用某个模型。
[Abstract]:According to the different basic beliefs, the research and practice of learning can be divided into two models: acquisition and participation. The acquisition model assumes that learning is the process of acquiring a kind of solid material, and the participating model assumes that learning is a process of becoming a group member. The reason why the learning theory changed from acquisition to participation in the late 20th century was due to the change of learning theory from acquisition to participation. The epistemological dilemma faced by the acquisition model, as well as the resulting problems of bad norms and values. In order to properly deal with the relationship between the acquired model and the participating model, it is necessary to correctly understand the transfer of knowledge, not to neglect one side, to make the two complement each other organically, and to select and apply a model according to the actual needs.
【作者单位】： 西南大学教育学部基础教育研究中心;
【基金】：重庆市人文社会科学重点研究基地重点项目“基础教育教学方式创新与学生能力发展研究”(项目编号:12SKBO12)成果之一
【分类号】：G420
[Abstract]:According to the different basic beliefs, the research and practice of learning can be divided into two models: acquisition and participation. The acquisition model assumes that learning is the process of acquiring a kind of solid material, and the participating model assumes that learning is a process of becoming a group member. The reason why the learning theory changed from acquisition to participation in the late 20th century was due to the change of learning theory from acquisition to participation. The epistemological dilemma faced by the acquisition model, as well as the resulting problems of bad norms and values. In order to properly deal with the relationship between the acquired model and the participating model, it is necessary to correctly understand the transfer of knowledge, not to neglect one side, to make the two complement each other organically, and to select and apply a model according to the actual needs.
【作者单位】： 西南大学教育学部基础教育研究中心;
【基金】：重庆市人文社会科学重点研究基地重点项目“基础教育教学方式创新与学生能力发展研究”(项目编号:12SKBO12)成果之一
【分类号】：G420
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