| 论体验学习 |
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| 引用本文： | 王嘉毅,李志厚.论体验学习[J].教育理论与实践,2004(23). |
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| 作者姓名： | 王嘉毅 李志厚 |
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| 作者单位： | 西北师范大学 甘肃兰州邮编730070
(王嘉毅)，西北师范大学 甘肃兰州邮编730070(李志厚) |
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| 摘 要： | 体验学习是一种以学习者为中心的、从体验和反思中获得进步的学习方式。他萌芽于20世纪初期实用主义教育思想,产生于20世纪70年代关注生活体验的人文科学研究的转型时期。他是一种主要以设定目标、体验情境、观察反思、抽象概括、行动应用等环节为过程,并具有情境性、行动性、反思性、感悟性和主体性特征,使学习者无论学习预定主题内容还是针对解决问题都能获得更好发展的学习。他还有着与传统学习不同的理念和要求。
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| 关 键 词： | 体验 体验学习 原始体验 第二手体验 |
On Experiential Learning |
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| WANG Jia-yi,LI Zhi-hou.On Experiential Learning[J].Theory and Practice of Education,2004(23). |
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| Authors: | WANG Jia-yi LI Zhi-hou |
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| Institution: | Northwest Normal University |
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| Abstract: | Experiential learning is a kind of learner-centered learning approach, with students making progress by experiencing and reflecting. This learning approach got its ideas from the pragmatic educational thinking at the beginning of 20th century and came into being in the transitional period of the humanistic research on paying attention to living experience in 1970s. It is a process of setting objectives, experiencing in the situation, observing and reflecting, forming abstract concepts, testing in new situations, with the characteristics of situation, action, reflection, understanding and subjectivity, and in this way the learners can do well in either finishing the predetermined tasks or solving problems. Besides, it has characteristics, ideas different from the traditional learning. |
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| Keywords: | experience experiential learning original experience secondhand experience |
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