摘要
阐释语境化教学和认知能力成熟度之间的相互关联，认为教学的语境化需要推理、假设和假设验证等认知活动的参与，认知能力成熟度才能得到提升。认知能力越趋成熟，对语境的理解就越为完善，教学中应根据教学对象、教学内容、个体认知方式的差异创造、选择和利用语境，培养和提高学习者的认知水平。
This paper explains the relationship between teaching in context and maturity of cognitive competence. It is maintained that contextualized teaching involves such cognitive activities as inferencing, hypothesizing and hypothesis testing, by which cognitive maturity is consequently promoted. The more mature cognitive competence is, the more thorough interpretation of the context will be. So it is suggested that teaching objects, teaching materials and individual differences in cognitive mode be considered in designing and using context to promote cognitive competence.
出处
《南京医科大学学报（社会科学版）》
2001年第4期285-288,共4页
Journal of Nanjing Medical University（Social Sciences）
关键词
语境
认知能力成熟度
推理
假设
context
cognitive maturity
inference
hypothesis
