认知建构与体验教学理论指导下的小组协作教学设计——以《我的幸福家庭》为例

• 作 者: 权国龙 田艳琴 杨方琦
• 机 构: 西北师范大学教育技术与传播学院,
• 出 处: 中小学电教
• 发表日期: 2010年Z2期
• 关键词: 体验教学 协作教学 家庭幸福 思维判断 设计背景 学习空间 教学过程结构 情感态度 品德与生活 生活情境

一、设计背景影响儿童家庭幸福感的因素很多,通常认为儿童的家庭幸福感主要与父母的关爱和引导有关。但是由于父母自身的局限性,如受教育程度和对家庭教育的认识水平等,导致父母在情感态度、心理、行为、思维判断、观念意识等方面发展不完善。尤其是农村的许多家长,对孩子的教育不当和过失屡见不鲜,父母与子女间时常发生让人不解、遗憾的事情。

First, the design background Many factors affect the well-being of children’s families, children’s family happiness is generally considered mainly related to parental care and guidance. However, due to the limitations of parents, such as education level and level of family education, parents lead to imperfect development in emotional attitude, psychology, behavior, thinking and thinking. In particular, many parents in rural areas are not uncommon in education and negligence of their children, and puzzling and regrettable things often occur between parents and children.