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建构主义学习论认为,在学习之前,学生都已经有自己的知识体系,而学习则是个体建构自己知识的过程。在学习过程中,外部信息经过学生的主动选择和加工,并通过新旧知识经验反复的、双向的相互作用,使新的知识纳入学生的知识体系中,并使原有知识体系通过弃旧迎新、去伪存真而得到发展。这就要求教师对学生的回答提供及时恰当的反馈,推动学生对问题深入地分析以及认知,以便将他们的思维拓展到新的领域中去。问题的生成要自然化、合理化,要环环相扣、层层深入。
Constructivism learning theory that, before learning, students already have their own knowledge system, and learning is the process of individual building their own knowledge. In the learning process, external information through the students’ initiative choice and processing, and through the old and new knowledge experience repeated two-way interaction, so that new knowledge into the student’s knowledge system, and make the original knowledge system through the old and new, To pseudo-true and get development. This requires that teachers provide timely and appropriate feedback to students ’responses and promote students’ in-depth analysis and cognition of the problems in order to expand their thinking into new fields. The formation of the problem should be naturalized and rationalized, and should be closely linked to each other in depth.