基于情境学习的成人教学策略研究
发布时间：2018-09-18 22:05
【摘要】： 情境学习的本质是个体参与真实情境与实践,与他人及环境相互作用的过程：是培养参与实践活动能力、提高社会化水平的过程；是一种文化适应及获得特定实践共同体成员身份的过程。情境是构建知识和运用知识的场所,成人的社会属性决定了其学习更是离不开情境。情境学习的本质符合成人经验性、实用性、问题性、自我导向性等认知特点,注重成人实践能力的提高,能够满足成人终身发展的需求,是提高成人教学质量的必要尝试。情境学习是一种适合成人有效学习方式,成人如何“学”决定了教师如何“教”。因此,在成人教学中应更多的针对成人工作和生活实际,通过对成人教学目标、过程、方法等方面进行改革建议,创设有利于成人学习者交流与实践的情境,使成人的知识和技能在实际运用的现实情境中得到发展,从而提高我国的成人教学质量,实现成人教育价值。 成人的情境学习要求教师在教学过程中应尽可能的为学习者创设一种真实的、本真的情境,以利于成人学习者。然而,当前的成人教学中却存在着教学脱离成人工作和生活实际情境的突出问题。反思当前成人教学现状,这些问题主要表现为：教学目标追求“唯智主义”；教学过程脱离成人生活实践；教学方法注入式占主导;教学活动中共同体意识淡薄和教学评价主体性缺失。 成人教学应根据成人情境学习的特点,采取一系列策略有针对性的引导学习者进行有效学习。第一要树立全面的教学目标；第二要注重教学过程中的情境创设,包括转变教师的角色,照应成人已有的经验创设情境,借助多媒体技术创设虚拟情境等；第三是运用相宜的方法原则；第四要选择有效的教学形式,如推行认知学徒制,开展抛锚式教学,创建实践共同体等；第五应采用科学的教学评价。教学评价是一个动态的过程,教学评价应结合实际情境,重视成人作为主体参与的评价,注重成人在组织贡献中的作用。 本论文主要采用文献法和比较研究法,在查阅大量的文献资料的基础上进行总结反思,并结合国内外和其他教育领域内的研究成果,通过比较借鉴以丰富本研究。
[Abstract]:The essence of situational learning is the process of individual participation in real situation and practice, interaction with others and environment, as well as the process of cultivating the ability to participate in practical activities and improving the level of socialization; It is a process of acculturation and acquisition of membership in a specific community of practice. Situation is the place where knowledge is constructed and used. The essence of situational learning accords with the cognitive characteristics of adult experience, practicability, problem and self-orientation, and pays attention to the improvement of adult practical ability, which can meet the needs of adult lifelong development and is a necessary attempt to improve the quality of adult teaching. Situational learning is an effective learning method for adults. How adults learn determines how teachers teach. Therefore, in adult teaching, we should focus more on the reality of adult work and life, and create a situation conducive to adult learners' communication and practice through the reform of adult teaching objectives, processes, methods and so on. In order to improve the quality of adult education and realize the value of adult education, the knowledge and skills of adults can be developed in the practical situation. Adult situational learning requires teachers to create a real, authentic situation for learners as much as possible in the process of teaching, in order to benefit adult learners. However, in the current adult teaching, there is a prominent problem that teaching deviates from the actual situation of adult work and life. Reflecting on the current situation of adult teaching, these problems are mainly manifested as follows: the teaching goal pursues "rationalism", the teaching process is divorced from adult life practice, the teaching method injection dominates; In teaching activities, the consciousness of community is weak and the subjectivity of teaching evaluation is lacking. According to the characteristics of adult situational learning, adult teaching should adopt a series of strategies to guide learners to learn effectively. The first is to set up a comprehensive teaching goal, the second is to pay attention to the creation of situations in the process of teaching, including changing the role of teachers, taking care of the experience of adults to create situations, creating virtual situations with the aid of multimedia technology, etc. The third is to apply the principle of appropriate methods; the fourth is to choose effective teaching forms, such as the implementation of cognitive apprenticeship system, the implementation of anchor teaching, the creation of practice community, etc.; the fifth, scientific teaching evaluation should be adopted. Teaching evaluation is a dynamic process, teaching evaluation should be combined with the actual situation, pay attention to the evaluation of adults as the main participation, and pay attention to the role of adults in organizational contributions. This paper mainly adopts the literature method and the comparative research method, on the basis of consulting a large number of literature materials, summarizes and rethinks, and combines the domestic and foreign and other educational field research results, through the comparison uses for reference to enrich this research.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G720
本文编号：2249217
[Abstract]:The essence of situational learning is the process of individual participation in real situation and practice, interaction with others and environment, as well as the process of cultivating the ability to participate in practical activities and improving the level of socialization; It is a process of acculturation and acquisition of membership in a specific community of practice. Situation is the place where knowledge is constructed and used. The essence of situational learning accords with the cognitive characteristics of adult experience, practicability, problem and self-orientation, and pays attention to the improvement of adult practical ability, which can meet the needs of adult lifelong development and is a necessary attempt to improve the quality of adult teaching. Situational learning is an effective learning method for adults. How adults learn determines how teachers teach. Therefore, in adult teaching, we should focus more on the reality of adult work and life, and create a situation conducive to adult learners' communication and practice through the reform of adult teaching objectives, processes, methods and so on. In order to improve the quality of adult education and realize the value of adult education, the knowledge and skills of adults can be developed in the practical situation. Adult situational learning requires teachers to create a real, authentic situation for learners as much as possible in the process of teaching, in order to benefit adult learners. However, in the current adult teaching, there is a prominent problem that teaching deviates from the actual situation of adult work and life. Reflecting on the current situation of adult teaching, these problems are mainly manifested as follows: the teaching goal pursues "rationalism", the teaching process is divorced from adult life practice, the teaching method injection dominates; In teaching activities, the consciousness of community is weak and the subjectivity of teaching evaluation is lacking. According to the characteristics of adult situational learning, adult teaching should adopt a series of strategies to guide learners to learn effectively. The first is to set up a comprehensive teaching goal, the second is to pay attention to the creation of situations in the process of teaching, including changing the role of teachers, taking care of the experience of adults to create situations, creating virtual situations with the aid of multimedia technology, etc. The third is to apply the principle of appropriate methods; the fourth is to choose effective teaching forms, such as the implementation of cognitive apprenticeship system, the implementation of anchor teaching, the creation of practice community, etc.; the fifth, scientific teaching evaluation should be adopted. Teaching evaluation is a dynamic process, teaching evaluation should be combined with the actual situation, pay attention to the evaluation of adults as the main participation, and pay attention to the role of adults in organizational contributions. This paper mainly adopts the literature method and the comparative research method, on the basis of consulting a large number of literature materials, summarizes and rethinks, and combines the domestic and foreign and other educational field research results, through the comparison uses for reference to enrich this research.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G720
【引证文献】
相关期刊论文 前1条
1 覃国蓉;何涛;;基于情境学习理论的高职“虚拟项目法”的设计与实践[J];职业技术教育;2012年02期
相关博士学位论文 前1条
1 郭瑜洁;护理人文关怀教学模式的理论构建与实验研究[D];第二军医大学;2011年
相关硕士学位论文 前1条
1 陶西文;教育硕士专业学位研究生多元化学习方式的构建[D];河北师范大学;2011年
，本文编号：2249217
本文链接：https://www.wllwen.com/jiaoyulunwen/tsjy/2249217.html
教材专著
