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学习循环是由美国加利福尼西大学(伯克利)的罗伯特·卡普勒斯(Robert Karplus)根据皮亚杰的心理功能模型,为促进自我调节,探求新运算模式而提出的一种有组织,有指导的探索式教学法,它包括三个阶段,即探究、概念引入和概念应用. 作为学习循环理论基础的皮亚杰理论把学生看成对环境具有好奇心和探究欲望的主体,而不是被动的反应器,通过学生自己探索研究,提高学习效益和探索能力.这样激发的积极性最高,兴趣最浓,也最有成效.在美国,从1970年将学习循环引进理科课程改革研究(SCIS)时起,在中学和大学各层次的教学中,通过和
The learning cycle is organized by Robert Karplus of the University of California, Berkeley, according to Piaget’s model of mental function, to promote self-regulation and to explore new modes of operation. There is a guided exploration method, which consists of three stages, namely inquiry, concept introduction and concept application. Piaget’s theory as the basis of the learning cycle theory treats students as subject of curiosity and inquiry desire to the environment. It is not a passive reactor, through the students themselves to explore the study to improve learning effectiveness and exploration capabilities. This kind of motivation is the highest enthusiasm, the most interesting and most effective. In the United States, from 1970 the study cycle introduced the science curriculum reform research (SCIS ) From time to time, in all levels of teaching in secondary schools and universities,