摘要
意义学习是一种生成活动,即学习者总是努力想去理解所呈现的材料。生成学习对研究学习科学、评估科学和教学科学都有着重要意义。生成学习发生于学习者在学习时进行适当认知加工的过程中;与接受标准式教学的学生们相比,在学习过程中接受生成学习策略或者生成教学方法的学生们会在知识迁移上做得更好;生成学习会在使用得当的教学方法或学习策略下得到强化。八种已经得到研究证实的生成学习策略是善作小结、结构映射、绘制图示、联想要义、自我检查、自我解释、乐于教人与生动再现。生成学习的概念植根于威特洛克以及其他学者的研究成果,它不仅是当下学习研究领域的主流观点,也代表了未来学习科学研究发展的前景方向。
This paper is based on the idea that meaningful learning is a generative activity in which the learner actively seeks to make sense of the presented material.Generative learning is of great significance towards the research on science of learning,science of assessment,and science of instruction.Generative learning takes place when the learner engages m appropriate cognitive processing during learning.Generative learning is demonstrated when students who learn with generative learning strategies or generative instructional methods perform better on transfer tests than students who learn from standard instruction.Generative learning can be promoted by using appropriate instructional methods or learning strategies.There are eight generative learning strategies that have been testified,namely,summarizing,mapping,drawing,imagining,self-testing,self- explaining,teaching,and enacting.Rooted in the work of Wittrock and others,the concept of generative learning continues as a dominant view of today＇ s learning research area,and represents the prospect of future learning science research.
出处
《数字教育》
2016年第2期85-92,共8页
Digital Education
基金
教育部国家精品资源共享课<教学理论与设计>建设成果
关键词
生成学习
生成学习策略
意义学习
generative learning,generative learning strategies,meaningful learning
