摘要
符号是知识意义的载体,意义是知识的内核,知识对于个体的成长与发展具有多维意义。学习方式的变革要以知识的多维意义为依据,同时以知识意义的实现为目标。在知识变革的过程中,只有对知识的性质、意义进行深入分析,才能在知识教学的过程中实现知识的多维意义。通过学习方式的变革,学生的知识学习是否能够实现知识的多维意义,自我感、意义感和效能感是三个关键的指标。
Symbol is the carrier of knowledge meaning, and meaning is the kernel of knowledge. Knowledge has a multidimensional significance for the growth and development of the individuals. The reform of one＇ s learning style is based on the multidimensional meaning of knowledge, which is aimed at the realization of knowledge meanings. In the process of reform, only through the in-depth analysis of the nature and meanings of knowledge can we realize the multidimensional meanings of knowledge in the process of teaching. By means of changing one＇s learning style, whether the students can realize the multidimensional meanings of knowledge depends on the three key indicators：sense of self, sense of meaning and self-efficacy.
出处
《教育理论与实践》
CSSCI
北大核心
2014年第4期57-61,共5页
Theory and Practice of Education
基金
全国教育科学规划教育部青年课题<课程知识的意义转化与教学变革>(课题编号:EAA130364)的阶段性研究成果
关键词
知识
知识的多维意义
学习方式变革
knowledge
multidimensional meaning of knowledge
reform of learning style
