试论儿童的既有认知与理科学习  

The Relationship Between Children's Established Knowledge and Their Science Study

作　　者：刘继和[1] 许天钧[2] 代续宝[1] 

机构地区：[1]沈阳师范大学教师专业发展学院,辽宁沈阳110034 [2]辽东学院实验室,辽宁丹东118003

出　　处：《沈阳教育学院学报》2007年第5期56-58,共3页Journal of Shenyang College of Education

摘　　要：以对理科学习的不同见解分析为基础,以影响儿童认知学习的内在要因"儿童的既有认知"为视角,深入探讨了对儿童既有认知的认识,以及儿童既有认知对理科学习的影响机制和儿童既有认知对理科学习的启示。Based on the analysis of different theories on how children study science, children＇s established .knowledge is analyzed with the recognition that children＇s established knowledge is the key internal factor determining their understanding of science. The restricting machanism of children＇s established knowledge for their understanding of science and what can be learned from this relationship is expounded.

关 键 词：儿童的既有认知 理科学习 生成性学习模型 

分 类 号：G445[哲学宗教—心理学]