课堂学习研究的三种主要取向:来自学习过程的考察  

Three Orientations of Classroom Learning Study:An Analysis from Perspective of Learning Process

作　　者：林润之[1] 

机构地区：[1]广西贺州学院教务处,副教授贺州542800

出　　处：《教育发展研究》2008年第10期48-52,共5页Research in Educational Development

摘　　要：当前的课堂学习研究主要有三种不同的取向,即聚焦于学习动机研究的"动力中心"取向、聚焦于学习方式研究的"策略中心"取向和聚焦于学习对象研究的"内容中心"取向。这三种取向相互关联,互为前提,相互促进。课堂学习研究应将三者进行整合,开辟新的研究取向,引入学习投入和学习效能研究、学习结果和学习成就研究等,并使之协调一致,创建有中国特色的校本学习研究范式。In the current classroom learning study there are three main orientations that the first is the dynamic-oriented focusing on learning motivations, and the second is the strategy-oriented focusing on learning approaches, and the third is the content-oriented focusing on learning objects. Because they are interrelated and interactive, we should integrate them into many new study orientations, such as study of learning involvement and effectiveness , and study of learning outcomes and achievements and so on, so as to innovate the paradigm of the school-based learning study rooted in Chinese educational tradition and culture.

关 键 词：课堂学习 学习过程 学习动机 学习策略 学习内容 

分 类 号：G424.21[文化科学—课程与教学论]