本文選題：生本學習　切入點：認知建構主義　出處：《開放教育研究》2017年04期 　論文類型：期刊論文

【摘要】：生本學習是一種將學生視為自主學習掌控者的方法。近年來,研究者和一線教師對生本學習的關注與討論不斷升溫。然而,如何在基礎教育和高等教育中設計、開發(fā)和應用生本學習,學界尚未提出通用的綜合框架。為了明確指導原則,促進學生主動學習,本文梳理了相關理論、應用案例與研究證據(jù)。生本學習的理論基礎是認知建構主義、心理建構主義與自我決定理論。目前對這三大理論的獨立研究已較為深入,但還需進一步探索三大理論的相互關系并綜合提煉。本文認為:自主性、教學支架、現(xiàn)實受眾是實施生本學習的三個關鍵因素;生本學習的內(nèi)容包括動機、認知、社會交往與情感四方面,基本框架包括定向、掌握、分享三個步驟。實施過程包括:1)讓學生自主掌控學習過程、明確學習意義并樹立目標;2)提供元認知、程序性、概念性、策略性教學支架,支持學生自主開展學習、掌握學習內(nèi)容;3)學生創(chuàng)作并廣泛展示學習成果,而不僅僅由老師評分;實施生本學習有十條設計原則。本文主要為研究者與一線教師提供生本學習概念模型與實施原則,最終加強學生主動投入學習。本文首先按時間順序回顧生本學習理論,并試圖總結生本學習特征;然后梳理自我決定理論、認知建構主義與心理建構主義的內(nèi)容與關鍵結構;最后提出定向、掌握、分享學習模型以及相應的設計原則。本文所提出的模型與原則將有助于師生創(chuàng)造良好的自主學習氛圍,讓學生得到有益的幫助,最終為現(xiàn)實受眾呈現(xiàn)學習結果。
[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.
【作者單位】： 佐治亞南方大學領導力技術與人類發(fā)展學院;佐治亞州立大學教育學院;浙江傳媒學院教師教學發(fā)展中心;浙江大學教育學院課程與學習科學系;
【基金】：浙江大學中央高校基本科研業(yè)務費專項資金資助課題“教學設計與課堂學習研究”(DCL001)
【分類號】：G420
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本文編號：1557294