设计最优化学习环境:OECD研究的视角

发布时间：2018-04-08 09:40

本文选题：学习环境　切入点：适应性能力　出处：《远程教育杂志》2011年02期

【摘要】：设计最优化学习环境是面向21世纪的"适应性教育"所提出的要求,它有助于学习者形成"适应性能力"。OECD的研究认为,要善于提炼新学习的基本特征,这就是主动建构、自我调节、情境相依和协同努力。与此相连的新学习本质观主张:在学习过程中学习者应积极投身于学习活动中,持续努力,确保成功;重视学习者已有知识,强化知识组织,形成合理的知识结构与线索,形成一种完整的知识图景;遵循信息加工能力的限制条件,重视学习中动机、情感与认知的动态交互;培养学习者理解概念、通晓程序和自我调节的协调能力,致力于达到学习迁移的效果。为此,设计最优化学习环境的基本原则是:生本教学、自我调节;注重交往、善用合作;关注动机、情知相依;利用旧知、因人施教;富有挑战、减负增效;紧扣目标、不断反馈;学科融合和内外互通。
[Abstract]:The design of optimal learning environment is the requirement of "adaptive education" facing the 21st century. It is helpful for learners to form "adaptive ability" .OECD research believes that to be good at refining the basic characteristics of new learning, this is active construction.Self-regulation, situational dependence and collaborative efforts.The new concept of learning essence suggests that learners should actively devote themselves to learning activities, make continuous efforts to ensure success, attach importance to the existing knowledge of learners, strengthen knowledge organization, and form reasonable knowledge structures and clues.Forming a complete knowledge picture; following the limitation of information processing ability, attaching importance to the dynamic interaction of emotion and cognition in learning, cultivating learners' ability to understand concepts, to be familiar with the coordination of process and self-regulation,Aim to achieve the effect of learning transfer.To this end, the basic principles of designing an optimal learning environment are: student-oriented teaching, self-regulation; emphasis on communication and good use of cooperation; focus on motivation and dependence of emotions; use of old knowledge to teach people; challenge, reduce burdens and increase efficiency; and focus on goals.Continuous feedback; subject fusion and internal and external communication.
【作者单位】：浙江大学教育学院;
【基金】：全国教育科学“十一五”规划教育部重点课题“五星教学过程研究”(项目批准号DHA090182)成果之一
【分类号】：G420

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