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教育家布鲁纳认为,学生学习的是围绕关键概念而建构起来的网络结构的知识,它既包括结构性知识,也包括非结构性知识。只有当学生获得了结构化的知识,才能对知识形成深刻的、真正的理解。学生要成为知识的主动建构者,就应该引导学生在学习过程建构知识要点,因此,我们平时课堂教学的目的不是简单的知识传递,而是知识的处理和转换,是帮助、引导学生认识和掌握学科知识结构,改造和重组自我的认知结构,结合具象思维,有效拓展迁移,以此来提升学生认知水平。
Bruner, an educator, believes that students learn about the network structure built around key concepts, both structural and non-structural. Only when students acquire structured knowledge can they form a profound and genuine understanding of knowledge. To become the active constructor of knowledge, students should guide students to build knowledge points in the learning process. Therefore, the purpose of classroom teaching is not simply the transfer of knowledge, but the handling and conversion of knowledge to help students understand and master The knowledge structure of the subject, the cognitive structure of reformation and self-reorganization, combined with the concrete thinking, effective expansion of migration, in order to enhance students’ cognitive level.