同名异质:建构主义情境教学与李吉林情境教学之比较研究  

Heterogeneity under the Same Name: Comparative Study on Situated Teaching of Constructivism and Li Jilin's Situated Teaching

作　　者：沙欧[1] 高红[1] 曲永恒[1] 

机构地区：[1]长春师范学院汉语言文学学院,吉林长春130032

出　　处：《长春师范学院学报》2007年第3期117-119,共3页Journal of Changchun Teachers Coliege

基　　金：吉林省教育学会"十一五"规划课题(课题号:JKZ0099)

摘　　要：建构主义是行为主义发展到认知主义以后的进一步发展。经过长期的理论探索和教学实践,逐步形成了独具特色的教学模式。情境教学就是其中一种重要的教学模式。从知识观、教学观及教师角色三方面,将其与我国特级教师李吉林的“情境教学”加以比较研究,对推动教学的发展有重要意义。Constructivism is the further development after behaviorism has developed to cognitivism. And after a long period of theoretical exploration and teaching practice, it has gradually developed into a unique teaching mode. Situated teaching is one of the important teaching modes. This paper tries to make a comparative study on Li jilin＇s situated teaching and constructivism situated teaching from three aspects-- conception of knowledge, conception of teaching and teacher role.

关 键 词：情境教学 建构主义 知识观 教学观 教师角色 

分 类 号：I01[文学—文学理论]