迈向课堂学习共同体:内涵、价值与行动策略
发布时间：2019-04-22 16:54
【摘要】：针对当前课堂学习共同体研究和实践中存在的概念理解片面、个体认知过程缺少关注以及内部组织层次受到忽视等问题,文章从课堂学习共同体的核心概念,即从"共同体"出发,重新阐释课堂作为学习共同体的内涵,揭示出课堂学习共同体对于当今教育改革的重要价值和意义。在此基础上,以"学习心理学"课程为例,通过对课堂学习共同体构建要素,即教师与学生、认同与协商、显性知识与隐性知识的分析,提出了构建课堂学习共同体的行动策略。
[Abstract]:In view of the one-sided understanding of the concepts existing in the research and practice of the classroom learning community, the lack of attention to the individual cognitive process and the neglect of the internal organizational level, the article focuses on the core concept of the classroom learning community. That is, starting from "Community", this paper re-interprets the connotation of classroom as a learning community, and reveals the important value and significance of classroom learning community for today's educational reform. On this basis, taking the course of Learning Psychology as an example, through the analysis of the construction elements of the classroom learning community, that is, teachers and students, identity and negotiation, explicit knowledge and tacit knowledge. Put forward the action strategy of constructing the classroom learning community.
【作者单位】： 中国海洋大学教育系;
【基金】：2013年度山东省高校人文社科研究计划项目“以问题解决为指向的网络学习系统机制研究”(项目编号:J13WH80)的研究成果之一
【分类号】：G642.4
[Abstract]:In view of the one-sided understanding of the concepts existing in the research and practice of the classroom learning community, the lack of attention to the individual cognitive process and the neglect of the internal organizational level, the article focuses on the core concept of the classroom learning community. That is, starting from "Community", this paper re-interprets the connotation of classroom as a learning community, and reveals the important value and significance of classroom learning community for today's educational reform. On this basis, taking the course of Learning Psychology as an example, through the analysis of the construction elements of the classroom learning community, that is, teachers and students, identity and negotiation, explicit knowledge and tacit knowledge. Put forward the action strategy of constructing the classroom learning community.
【作者单位】： 中国海洋大学教育系;
【基金】：2013年度山东省高校人文社科研究计划项目“以问题解决为指向的网络学习系统机制研究”(项目编号:J13WH80)的研究成果之一
【分类号】：G642.4
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3 张，
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