试论感悟式教学的理论基础及其教学实质  

The Theoretical Basis And Instructional Essence of Perceptive Teaching

作　　者：洪显利[1] 

机构地区：[1]重庆师范大学教育学院,重庆400047

出　　处：《山东师范大学学报（人文社会科学版）》2009年第5期139-142,共4页Journal of Shandong Normal University(Humanities and Social Sciences)

基　　金：四川省教育厅人文社会科学重点研究基地--西华师范大学四川省教育发展研究中心资助项目成果

摘　　要：感悟是人的智慧和品格发展的一种最重要的方式,是人进行深入学习、开展自主实践活动和创造活动的前提和基础。感悟式教学有助于促进学生认知与情感的协调发展。格式塔学习理论、布鲁纳的发现学习理论、人本主义学习理论、建构主义学习理论等为感悟式教学模式提供了理论基础。In modern education, it is necessary to regard learner as master in learning, to change the isolated teaching and learning into an interactive process, to construct an active instructional system, and to cultivate learners＇ creativity and autonomy in quality education. Perception, which learners＇ learning activities are based on, is very important in learners＇ intellectual and personality development. It can also make learners＇ cognition and affect develop harmoniously. According to some well - known learning theories, such as Gelsta insightful learning, Bnmer＇ s discovery learning, humanistic learning, and constructivism learning, the present author introduces a new teaching mode ＇perceptive teaching, and analizes its implications, impliment and some basic features.

关 键 词：感悟式教学 体验 认知 感悟 

分 类 号：B84[哲学宗教—心理学]