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在新课程改革的背景下,以“以学定教、教学相长”为主题的课堂转型,成为当今教研之热点.如何找到课堂转型的理论支撑和实践策略?理解型学习便进入了人们的视野.关于理解性学习的内涵有两种观点:一是表征观,即认为理解性学习是一种心理表征、精致及完善的发展过程;二是操作观,即认为理解性学习是一种包含着解释、证实、推断、联系等的操作能力的不断生成过程.我国学者更倾向于两者的融合,认为理解不仅是心智结构建立与完善的过程,而且也是利用已有的心智结构适应新情景并解决问题的过
In the context of the new curriculum reform, the classroom transformation with the theme of “learning to learn and teaching long” has become a hot spot in today’s teaching and research.How to find a theoretical support and practical strategy for classroom transition? Understanding learning has entered the people’s Horizons.About the connotation of understanding learning, there are two views: First, the concept of representation, that is, understanding of learning is a psychological representation, refinement and improvement of the development process; the second is the concept of operation, that is, understanding of learning is a The continuous production of the ability to explain, confirm, infer, link, etc. Our scholars prefer the integration of the two, that understanding is not only the process of establishment and improvement of mental structure, but also the use of the existing mental structure to adapt to the new scenario And solve the problem before