【摘要】： 情境學(xué)習(xí)的本質(zhì)是個(gè)體參與真實(shí)情境與實(shí)踐,與他人及環(huán)境相互作用的過(guò)程：是培養(yǎng)參與實(shí)踐活動(dòng)能力、提高社會(huì)化水平的過(guò)程；是一種文化適應(yīng)及獲得特定實(shí)踐共同體成員身份的過(guò)程。情境是構(gòu)建知識(shí)和運(yùn)用知識(shí)的場(chǎng)所,成人的社會(huì)屬性決定了其學(xué)習(xí)更是離不開(kāi)情境。情境學(xué)習(xí)的本質(zhì)符合成人經(jīng)驗(yàn)性、實(shí)用性、問(wèn)題性、自我導(dǎo)向性等認(rèn)知特點(diǎn),注重成人實(shí)踐能力的提高,能夠滿足成人終身發(fā)展的需求,是提高成人教學(xué)質(zhì)量的必要嘗試。情境學(xué)習(xí)是一種適合成人有效學(xué)習(xí)方式,成人如何“學(xué)”決定了教師如何“教”。因此,在成人教學(xué)中應(yīng)更多的針對(duì)成人工作和生活實(shí)際,通過(guò)對(duì)成人教學(xué)目標(biāo)、過(guò)程、方法等方面進(jìn)行改革建議,創(chuàng)設(shè)有利于成人學(xué)習(xí)者交流與實(shí)踐的情境,使成人的知識(shí)和技能在實(shí)際運(yùn)用的現(xiàn)實(shí)情境中得到發(fā)展,從而提高我國(guó)的成人教學(xué)質(zhì)量,實(shí)現(xiàn)成人教育價(jià)值。 成人的情境學(xué)習(xí)要求教師在教學(xué)過(guò)程中應(yīng)盡可能的為學(xué)習(xí)者創(chuàng)設(shè)一種真實(shí)的、本真的情境,以利于成人學(xué)習(xí)者。然而,當(dāng)前的成人教學(xué)中卻存在著教學(xué)脫離成人工作和生活實(shí)際情境的突出問(wèn)題。反思當(dāng)前成人教學(xué)現(xiàn)狀,這些問(wèn)題主要表現(xiàn)為：教學(xué)目標(biāo)追求“唯智主義”；教學(xué)過(guò)程脫離成人生活實(shí)踐；教學(xué)方法注入式占主導(dǎo);教學(xué)活動(dòng)中共同體意識(shí)淡薄和教學(xué)評(píng)價(jià)主體性缺失。 成人教學(xué)應(yīng)根據(jù)成人情境學(xué)習(xí)的特點(diǎn),采取一系列策略有針對(duì)性的引導(dǎo)學(xué)習(xí)者進(jìn)行有效學(xué)習(xí)。第一要樹(shù)立全面的教學(xué)目標(biāo)；第二要注重教學(xué)過(guò)程中的情境創(chuàng)設(shè),包括轉(zhuǎn)變教師的角色,照應(yīng)成人已有的經(jīng)驗(yàn)創(chuàng)設(shè)情境,借助多媒體技術(shù)創(chuàng)設(shè)虛擬情境等；第三是運(yùn)用相宜的方法原則；第四要選擇有效的教學(xué)形式,如推行認(rèn)知學(xué)徒制,開(kāi)展拋錨式教學(xué),創(chuàng)建實(shí)踐共同體等；第五應(yīng)采用科學(xué)的教學(xué)評(píng)價(jià)。教學(xué)評(píng)價(jià)是一個(gè)動(dòng)態(tài)的過(guò)程,教學(xué)評(píng)價(jià)應(yīng)結(jié)合實(shí)際情境,重視成人作為主體參與的評(píng)價(jià),注重成人在組織貢獻(xiàn)中的作用。 本論文主要采用文獻(xiàn)法和比較研究法,在查閱大量的文獻(xiàn)資料的基礎(chǔ)上進(jìn)行總結(jié)反思,并結(jié)合國(guó)內(nèi)外和其他教育領(lǐng)域內(nèi)的研究成果,通過(guò)比較借鑒以豐富本研究。
[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.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：G720

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本文編號(hào)：2249217