摘要
认识信念是指学习者对知识、学习现象和经验所持有的直觉、潜在的认识,涉及对知识和学习的本质、形式、过程、条件、结果评价等一系列问题的认识。在综述认识信念形成及发展的影响因素的基础上,重点介绍了Bendixen提出的认识信念的动态整合模型以及通过教学干预引导学生认识信念转变的实证研究。未来这一领域的研究,首先应关注概念界定与结构探讨,其次应关注年幼儿童认识信念的研究,同时还应关注实践应用。对我国的儿童青少年做追踪研究,揭示其认识信念的发展趋势,也将是一个重要的研究方向。
Epistemological beliefs, i.e. the learner＇s intuition and latent beliefs about knowledge and learning, involve the understanding of such issues as the nature, form, process, condition, and assessment of knowledge and learning. On the basis of a general survey of the factors shaping and influencing epistemological beliefs, we focused on the dynamic integrative personal epistemology model proposed by Bendixen and the empirical resear- ches on instructional intervention intended to change students＇ epistemological beliefs. After the review, we gave the following suggestions for our future researches on students＇ epistemological beliefs： firstly, more attention should be paid to the conceptual definition and construction; secondly, it is necessary to give attention to the e- pistemological beliefs of younger children; thirdly, the application of the research findings should also be em- phasized. In addition, it will also constitute a significant research orientation to make follow-up studies on Chi- nese young students to reveal the developmental tendency of their epistemological beliefs.
出处
《南京师大学报（社会科学版）》
CSSCI
北大核心
2011年第2期103-107,共5页
Journal of Nanjing Normal University(Social Science Edition)
基金
全国教育科学"十一五"规划教育部重点课题(DHA060138)
关键词
认识信念
动态整合模型
教学干预
epistemological beliefs
dynamic integrative personal epistemology model
instructional intervention
