| 从认知到情境认知:课程教学观的重要转向 |
| |
| 引用本文： | 陈柏华.从认知到情境认知:课程教学观的重要转向[J].教育发展研究,2011(20). |
| |
| 作者姓名： | 陈柏华 |
| |
| 作者单位： | 宁波大学教师教育学院; |
| |
| 基金项目： | “十一五”国家社科基金项目“教师教材观及对教学行为影响的研究”(CFA090103)的部分成果 |
| |
| 摘 要： | 情境认知把学习视为人在自然与社会情境中,通过与他人或共同体进行互动活动,重构人与环境的意义,同时获得对事物和知识的理解的过程,行动认知、具身认知、分布式认知为其主要特征。与传统认知不同的是,情境认知下的教学观倡导教学内容的情境性、教学方式的互动建构、学习方式的合作分享、师生关系的实践共同体以及教学评价的全息性。
|
| 关 键 词： | 情境认知 课程教学观 |
From Cognition to Situated Cognition: The Change of Conceptions of Teaching |
| |
| Chen Bohua.From Cognition to Situated Cognition: The Change of Conceptions of Teaching[J].Exploring Education Development,2011(20). |
| |
| Authors: | Chen Bohua |
| |
| Institution: | Chen Bohua(School of Teacher Education,Ningbo University,Ningbo 315211) |
| |
| Abstract: | Situated cognition regards learning as a process of reconstructing the meaning of human being and his surroundings and acquiring the understanding of object and knowledge through interaction between oneself and others or community under physical environment and social context.What's different from traditional cognition is that the conception of teaching in the situated cognition advocates contextualized teaching contents,constructive teaching measures,interactive learning methods,confluent relationship betw... |
| |
| Keywords: | situated cognition conception of teaching |
| 本文献已被 CNKI 等数据库收录！ |
