儿童同伴合作学习的价值、机制与促进策略——基于建构主义学习理论的视角  

On Children's Peer Cooperative Learning from the View of Constructivism

作　　者：孙贺群[1] 王小英[1] 

机构地区：[1]东北师范大学教育科学学院,长春130024

出　　处：《学前教育研究》2009年第10期38-41,共4页Studies in Early Childhood Education

基　　金：教育部人文社会科学2007年度规划基金项目(批准号:07JA880022);吉林省教育科学"十一五"规划课题(批准号:CH0595)的资助

摘　　要：建构主义学习理论认为儿童同伴合作学习的关键价值在于促进儿童的认知改变,而同伴合作学习之所以能促进儿童认知改变是由于两个重要因素,即"同伴间的差异"和"积极的语言交流"。因此,为了促进儿童同伴合作学习的有效开展,教师应确定适宜的合作学习任务,合理组建合作学习小组,提高儿童语言交流能力。Learning theory of constructivism hold the opinion that the key value of children＇s peer cooperative learning is promoting children＇s ＂cognitive change＂ .There are two important factors that promote children＇s ＂cognitive change＂： one is ＂the differences between peer＂, and the other is ＂active language exchanges＂. Based on the above discussion, in order to promote children＇s peer cooperative learning, the teacher should identify appropriate learning mission, format the cooperative learning group reasonablely, and improve children＇s language ability to communicate.

关 键 词：建构主义 儿童同伴 合作学习 

分 类 号：G610[文化科学—学前教育学]