建构主义课程研究

发布时间：2018-01-15 18:20

本文关键词：建构主义课程研究　出处：《西南师范大学》2002年硕士论文　论文类型：学位论文

【摘要】： 建构主义是近年来发展较为迅速的一种理论，心理学、社会学、教育学等众多领域对建构主义的研究和应用正逐渐成为一种热潮。建构主义对教育领域的影响主要体现在它提出了一种新的知识观和学习理论，重新解释了知识的本质和学习发生的机制，并以此倡导新的课堂教学模式和新型师生关系。人类社会发展到二十一世纪，对人的主体性的高扬、对人的创新能力的重视，要求教学必须符合心理化、社会化、科学化、科技化、艺术化和人性化，建构主义理论顺应了这种要求。从目前的研究状况来看，建构主义学习理论及其在教学中的应用这两方面的介绍和分析较多，而对建构主义在课程领域可能发挥的作用则讨论得较少，这样就在一定程度上限制了这种理论对教育改革应有的影响。对于教育学核心环节的课程领域，建构主义应该可以有所作为，建构主义课程的意义也就在于将学生的生活经验纳入课程范围，从而赋予学生应有的主体地位。本研究以辩证唯物主义和历史唯物主义理论为指导，主要运用文献法、分析法、比较法等研究方法，对建构主义理论作一个简要的回顾，并对建构主义课程的本质、特征等进行了尝试性的建构。全文共分四个部分：第一部分，建构主义释义。说明建构主义所属的认知范型，介绍建构主义在哲学、社会学、心理学几个学科领域的起源和发展，并对建构主义的知识观作了较为详细的归纳与总结。第二部分，，建构主义课程的本质与特征。在对课程概念的历史发展进行简要介绍的基础上，分析建构主义课程的含义，总结出建构主义课程具有建构性、主体性的本质，同时还具有全面性、统整性、互渗性、开放性等特征。第三部分，建构主义课程的设计。分析建构主义课程应该遵循的设计原则，并在此基础上对建构主义课程目标进行了辨析，还就建构主义课程内容的选择、组织的方式、特点作了简要介绍。第四部分：建构主义课程的实施与评价。建构主义课程的宗旨最终要体现在 ”课程的实施上，建构主义课程的理想是实现学生的主体性，因此在课程实施的过程中对师生关系、相互作用作了新的解释。建构主义课程的评价与传统课程评价也有很大不同，更为注重评价的激励和促进功能，对评价的等级划分、控制的功能则相对淡化，评价的主体、标准、手段和方式也具有很多新的特征。
[Abstract]:Constructivism is a theory, psychology and sociology, which has developed rapidly in recent years. The research and application of constructivism in many fields, such as pedagogy, is gradually becoming a kind of upsurge. The influence of constructivism on the field of education is mainly reflected in its putting forward a new view of knowledge and learning theory. This paper reexplains the essence of knowledge and the mechanism of learning, and advocates a new classroom teaching model and a new teacher-student relationship. To pay attention to the innovation ability of human, the teaching must conform to the psychological, socialized, scientific, scientific, scientific, artistic and humanized. The constructivism theory conforms to this requirement. Constructivism learning theory and its application in teaching are more introduced and analyzed, but the possible role of constructivism in the field of curriculum is less discussed. In this way, to a certain extent, it limits the influence of this theory on the education reform, and constructivism should be able to do something about the curriculum field of the core link of pedagogy. The significance of the constructivism curriculum is to bring students' life experience into the scope of the curriculum so as to give students their due subject status. This study is guided by the theory of dialectical materialism and historical materialism. By using the methods of literature, analysis and comparison, this paper makes a brief review of constructivism theory, and tries to construct the nature and characteristics of constructivism curriculum. The full text is divided into four parts: The first part, the interpretation of constructivism, explains the cognitive paradigm of constructivism, and introduces the origin and development of constructivism in philosophy, sociology and psychology. And the knowledge view of constructivism is summarized and summarized in detail. The second part, the nature and characteristics of the constructivism curriculum. On the basis of a brief introduction of the historical development of the curriculum concept, this paper analyzes the meaning of the constructivism curriculum. It is concluded that the curriculum of constructivism has the characteristics of constructivism. At the same time, the nature of the totality also has the characteristics of comprehensiveness, unification, mutual permeation, openness and so on. The third part is the design of constructivism curriculum. On the basis of this, the author analyzes the goal of constructivism curriculum, and the choice of the content of constructivism curriculum. The way and characteristics of organization are briefly introduced. Part 4th: implementation and evaluation of constructivism curriculum. The purpose of constructivism curriculum should be embodied in "in the implementation of the curriculum, the ideal of the constructivism curriculum is to realize the students' subjectivity, so the implementation of the curriculum is excessive. Cheng Zhong gives a new explanation of teacher-student relationship and interaction. Evaluation of Constructivism Curriculum and traditional Curriculum Evaluation There is also a big difference, more emphasis on the evaluation of the incentive and promotion function, evaluation of the rating, control of the work Ability is relatively desalination, evaluation of the subject, standards, means and methods also have many new characteristics.
【学位授予单位】：西南师范大学
【学位级别】：硕士
【学位授予年份】：2002
【分类号】：G423.3

【引证文献】