从生态学习观的视角看自主学习者的成长  

On growing of self-regulated learners:from perspective of ecological learning

作　　者：黄卫明[1] 桑青松[1] 

机构地区：[1]安徽师范大学教育科学学院,安徽芜湖241000

出　　处：《高校教育管理》2007年第4期24-28,共5页Journal of Higher Education Management

基　　金：全国教育科学十五规划课题(FBB030781)

摘　　要：生态学习观从整体性、适应性和多元性的角度来审视学习,认为学习是对环境的感知和作用于环境的行为之间互动的结果。自主学习者是有意图的信息探测者,是主动的、相互交流的、善于反思的、情境性的学习者,他具有自组织性、情境适应性和学习多样性等生态特征。学习共同体的构成与特征揭示了其就是最有利于自主学习者成长的外层环境。从学校、班级和学生的层面看,促进自主学习者成长的措施包括设置多元化的课程、构建学习共同体以及培育学习者的自我调节能力。The view of ecological leaming examines leaming from the perspectives of integration, adaptation and diversification, and thinks that learning is the result of the interaction between the perception of the environment and the activities affecting the environment. Self-regulated learners are intentional information explorers, and active, interactive, reflective and situational learners. They have some ecological features such as self-organization, situational adaptation and learning diversification. The formation and features of learning community reveal that it＇ s the outside environment that is best for self-regulated learners. From the layer of school, class and individual students, measures to promote the growing of self-regulated learners include： setting up diversified courses, forming learning communities, and developing learners＇ self-regulating abilities.

关 键 词：自主学习者 生态学习观 学习共同体 

分 类 号：G442[哲学宗教—心理学]