摘要
在成人教育中 ,人们往往强调应充分利用成人“经验———知识型”的认知结构 ,即只看到它的促进功能 ,而忽视它还具有阻碍作用。那些浮浅的、片面的和非科学的经验 ,对教学产生了干扰和破坏作用 ;那些可辨别性、稳定性和清晰性较低的经验 ,影响了新知识与新技能的学习和掌握。透视成人认知结构的两重性 ,有助于把握它对教与学产生的两种不同性质的影响。
In adult education, stress is often placed on the full use of the cognitive structure of adult 'experience-cognition model', i.e. seeing on its promotional function and ignoring its obstructive function. The shallow, partial and unscientific experiences play disturbing and destructive roles in teaching and those experiences characteristic of law identifiability, stability, and clarity affect the study and command of new knowledge and new skills. Examination of the duality of adult cognitive structure contributes to the understanding of its two distinct impacts on teaching and learning.
出处
《学术交流》
北大核心
2001年第1期140-143,共4页
Academic Exchange
关键词
认知结构
两重性
影响
cognitive structure
duality
impact
