中西方情境课程——案例与分析  

Chinese and Western Situated Curriculum-Case and Analysis

作　　者：赵江[1] 徐徐[2] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210000 [2]连云港师范高等专科学校校长办公室,江苏连云港222006

出　　处：《连云港师范高等专科学校学报》2008年第1期58-61,共4页Journal of Lianyungang Normal College

摘　　要：情境理论是当代学习理论的新流派,该理论开发的情境课程在教育教学的过程中显示出了强大的生命力,其中李吉林的情境课程和美国CTGV小组开发的贾斯珀系列课程无疑是成功的典范,尽管他们的理论渊源有所不同,但他们在创设情境、整合学科、设计活动和凸显主体等方面的认识和做法上却有异曲同工之妙。The situation theory is a new genre of the contemporary study theory. It acquires a good effect because of the strong vitality showed in the situated curriculum in the process of educational teaching. In this field, the situated curriculum from Li Ji - lin and the Jasper Series developed by American CTGV group are doubtless the successful models. Although their theory origins are different, they show the same understanding and the procedures on establishing situation, conforming discipline, designing activities and highlighting main body.

关 键 词：情境课程 贾斯珀系列 分析 

分 类 号：G423.04[文化科学—课程与教学论]