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一理论基础新型建构主义(Neo-Constructivism),是指与以“有意义接受学习”理论、“动机”理论和“先行组织者”教学策略三大理论为基础的奥苏贝尔理论相结合的建构主义,其区别于上世纪90年代以戴维·乔纳森(David H.Jonassen)为代表人物所鼓吹的,那种建立在主观主义认识论和片面的以学生为中心的教育思想基础上的极端建构主义。新型建构主义不仅传承了西方建构主义在确立学生在学习中的主体地位,进而有助于培养具有创新思维和创新能力的创造型人才等方面的优点,并且通过利用奥苏贝尔教学理论的优点规避了建构主义在忽视教师主导作用的发挥和忽视情感因素在学习过程中的作用等方面的缺点,是当代最有影响的两种“学与教”理论互相取长补短,优势互补的结合,是符合中国国情的建构主义。
A Theoretical Basis Neo-Constructivism refers to the foundation of the Austro-Soviet Constructivism which is based on the three theories of “meaningful learning”, “motivation” and “advanced organizer” The constructivism, a combination of Bell’s theories, is distinguished from the advocacy of David H. Jonassen as a representative figure in the nineties of the century on the subjectivist epistemology and one-sided student-centered educational thinking Based on the extreme constructivism. The new constructivism not only inherits the advantages of Western constructivism in establishing the dominant position of students in learning, which in turn helps to cultivate creative talents with innovative thinking and innovative ability, but also avoids the disadvantages of using Ausubel’s teaching theory Constructivism’s shortcomings in neglecting the dominant role of teachers and neglecting the role of affective factors in the learning process are the two most influential contemporary theories of learning and teaching which complement each other’s strengths and complement each other Constructivism in line with China’s national conditions.