建构主义视域下的课堂教学设计模式  

Instructional Design Models from the Perspective of Constructivism

作　　者：安瑞霞[1] 

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116

出　　处：《江苏师范大学学报（哲学社会科学版）》2013年第S2期68-71,共4页Journal of Jiangsu Normal University：Philosophy and Social Sciences Edition

摘　　要：建构主义教育理论主张,学习者只有通过对自己经验的解释,才能建构自己对真实的理解;只有通过广泛的社会协商,才能创建具有社会意义的新知识;只有浸润于人类文化的脉络之中,才能获得具有完整意义的知识。这种建构主义的教育思想强烈地冲击着传统的教学设计观念,为教学设计的转型提供了新的理论基石。在这种课堂教学设计理论的指导下,课堂教学设计模式呈现多元化的趋势,问题解决式教学设计模式、任务驱动式教学设计模式和支架式教学设计模式渐已成为课堂教学设计的主流。The term constructivism refers to the idea that learners construct knowledge for themselves-each learner individually( and socially) constructs meaning-as he or she learns.Constructing meaning is learning;there is no other kind.Constructivism claims that each learner constructs knowledge individually and socially.Such constructivist idea proposes challenges to the traditional concepts of teaching design.Meanwhile,it also provides theoretical foundation for the transformation of new teaching designs.Constructivist teaching designs cover a vast variety of aspects,among which problem-solving mode,task-driven model and scaffolding mode have become the main stream concepts in classroom teaching designs.

关 键 词：建构主义 问题解决式教学模式 任务驱动式教学模式 支架式教学模式 

分 类 号：G424.21[文化科学—课程与教学论]