摘要
"学习发生在真实的情景之中"、"学习以个体的先前经验为前提"、"学习是一种合作交往的互动过程"是情景学习与建构主义学习的基本假设。然而,当这些学习假设被直接引用到教学实践中时,常常被乱解和误用。其原因就在于忽视了这些学习假设背后所隐含的具体文化适应性。本文对情景学习和建构主义学习的核心假设"同学乃知识拥有者"、"学习者日常经验"和"学习的群体互动"进行了反思,明确指出学校与课堂学习的基本原则在于"教育内容的选择与经验转化"和"教师角色的理性回归与重新确立"。
Learning takes place in the authentic context and situation, individual previous experience is a prerequisite for learning, and learning is a cooperative and interactive process, which are three hypotheses of the situated learning and constructive learning respectively. However, they are often misunderstood or misused in the school practice. Because it lacks the cultural relevance embedded in these learning hypotheses, this paper makes criticism towards these hypotheses from the perspective of ＂learning peers as the knowers learners＂ pre-experience or intuitive knowledge as foundation of learning＂ ＂learning as group interaction＂, Then, it suggests that the effective way of school-based learning lies in principles of the cultural selection and the integration into learning experience of the educational content, and the rational restablishment of teacher＇s role.
出处
《教育发展研究》
CSSCI
北大核心
2008年第10期53-57,共5页
Research in Educational Development
关键词
情景学习
建构主义学习
校本学习研究
situated learning, constructive learning, school-based learning study
