促进学生投入的生本学习设计框架——论定向、掌握与分享

发布时间：2018-03-02 16:31

  本文选题：生本学习　切入点：认知建构主义　出处：《开放教育研究》2017年04期 　论文类型：期刊论文

【摘要】：生本学习是一种将学生视为自主学习掌控者的方法。近年来,研究者和一线教师对生本学习的关注与讨论不断升温。然而,如何在基础教育和高等教育中设计、开发和应用生本学习,学界尚未提出通用的综合框架。为了明确指导原则,促进学生主动学习,本文梳理了相关理论、应用案例与研究证据。生本学习的理论基础是认知建构主义、心理建构主义与自我决定理论。目前对这三大理论的独立研究已较为深入,但还需进一步探索三大理论的相互关系并综合提炼。本文认为:自主性、教学支架、现实受众是实施生本学习的三个关键因素;生本学习的内容包括动机、认知、社会交往与情感四方面,基本框架包括定向、掌握、分享三个步骤。实施过程包括:1)让学生自主掌控学习过程、明确学习意义并树立目标;2)提供元认知、程序性、概念性、策略性教学支架,支持学生自主开展学习、掌握学习内容;3)学生创作并广泛展示学习成果,而不仅仅由老师评分;实施生本学习有十条设计原则。本文主要为研究者与一线教师提供生本学习概念模型与实施原则,最终加强学生主动投入学习。本文首先按时间顺序回顾生本学习理论,并试图总结生本学习特征;然后梳理自我决定理论、认知建构主义与心理建构主义的内容与关键结构;最后提出定向、掌握、分享学习模型以及相应的设计原则。本文所提出的模型与原则将有助于师生创造良好的自主学习氛围,让学生得到有益的帮助,最终为现实受众呈现学习结果。
[Abstract]:Student-oriented learning is a method of treating students as autonomous learners. In recent years, researchers and front-line teachers have been paying more and more attention to student-oriented learning. However, how to design in basic and higher education, In order to clarify the guiding principles and promote students' active learning, this paper combs the relevant theories. The theoretical basis of student-oriented learning is cognitive constructivism, psychological constructivism and self-determination theory. However, it is necessary to further explore the relationship between the three theories and refine them synthetically. This paper holds that autonomy, teaching support and realistic audience are the three key factors in the implementation of student-oriented learning, and the contents of student-oriented learning include motivation, cognition, and learning. The basic framework includes three steps: orientation, mastery, and sharing. The implementation process includes: 1) letting students control the learning process autonomously, defining the significance of learning and setting up a goal 2) to provide metacognition, procedure, and conceptualization. Strategic teaching support, support students to learn independently, master the content of learning 3) students to create and widely display learning results, not only by the teacher score; There are ten design principles for the implementation of student-oriented learning. This paper provides a conceptual model and implementation principles of student-oriented learning for researchers and first-line teachers, and finally strengthens students' active participation in learning. Firstly, this paper reviews the theory of student-oriented learning in chronological order. And try to summarize the characteristics of student-oriented learning; then comb the theory of self-determination, cognitive constructivism and psychological constructivism content and key structure; finally, put forward the direction, grasp, The model and principles proposed in this paper will help teachers and students to create a good atmosphere of autonomous learning, let students get useful help, and finally present the learning results for the real audience.
【作者单位】： 佐治亚南方大学领导力技术与人类发展学院;佐治亚州立大学教育学院;浙江传媒学院教师教学发展中心;浙江大学教育学院课程与学习科学系;
【基金】：浙江大学中央高校基本科研业务费专项资金资助课题“教学设计与课堂学习研究”(DCL001)
【分类号】：G420
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本文编号：1557294