| 基于“接受学习理论”指导教学意义探析 |
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| 引用本文： | 郭向宁.基于“接受学习理论”指导教学意义探析[J].陕西师范大学学报(哲学社会科学版),2011(3). |
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| 作者姓名： | 郭向宁 |
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| 作者单位： | 陕西师范大学当代教师教育编辑部; |
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| 基金项目： | 陕西普通本科高等学校教学改革研究项目(09BZ15) |
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| 摘 要： | 发现学习理论与接受学习理论之争的焦点是哪一种理论更能有效地指导和促进学校教学活动。由于对发现学习理论和接受学习理论在认识上的望文生义,导致一些人更倾向于接受发现学习理论,忽视甚至误解接受学习理论。接受学习理论涵盖了知识的传承、学习方法的指导和创造能力的培养三方面。在学校场景下用接受学习理论指导教学实践,既能有效地传授知识,又能使启发式教学落到实处,体现教学相长的原则,促进教师的专业成长。在基础教育新课程改革中,接受学习理论对学校教学活动更具有直接的指导意义。
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| 关 键 词： | 基础教育 教学 发现学习 接受学习 |
Significance of Reception Learning Theory in School Teaching |
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| GUO Xiang-ning.Significance of Reception Learning Theory in School Teaching[J].Journal of Shaanxi Normal University(Philosophy and Social Sciences Edition),2011(3). |
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| Authors: | GUO Xiang-ning |
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| Institution: | GUO Xiang-ning(Editorial Department of Contemporary Teachers Education,Shaanxi Normal University,Xi'an 710062,Shaanxi) |
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| Abstract: | The focus of dispute between discovery learning theory and reception learning theory is which of them can more effectively direct and promote teaching activity at school.Owing to a cognitive literal interpretation of the two theories,some people tend more readily to accept discovery learning theory,neglecting and even misinterpreting reception learning theory.In fact,however,reception learning theory embodies succession of knowledge,direction of learning methods and training of innovative ability.In the con... |
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| Keywords: | primary education teaching discovery learning reception learning |
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