思维、技术与学习综述(上)  

Literature Review in Creativity, New Technologies and Learning

作　　者：Rupert Wegerif 魏晓玲[2] 吉喆[2] 钟洪蕊[2] 

机构地区：[1]英国开放大学教育学院 [2]华南师范大学教育信息技术学院,广东广州510631

出　　处：《远程教育杂志》2009年第5期39-42,共4页Journal of Distance Education

摘　　要：本文首先对综述中用到的关键术语进行了界定,并讨论了思维技能、学习和技术三者之间的联系;然后从讨论一般思维技能是否存在的问题入手,针对思维技能能否被教授的问题进行了理论和实证的分析;接着对技术在思维技能教学中的作用进行了讨论,并认为信息和通讯技术(ICT)在思维技能教学中的作用方式主要有三种:作为导师或者教学机器、提供思维工具以及支持学习性对话。最后为使用技术支持思维技能的教学制定了指南,并评估了该领域的研究趋势及其对教育实践的启示。This article first defines some key terms used in this review and discusses the relationships between thinking skills, learning and technology. Then, starting from the issue of whether general thinking skills exists, the article makes a theoretical and empirical analysis on the issue of whether thinking skills could be taught. After that, the article continues to discuss the role of technology in teaching thinking skills and claims that there are three main ways of thinking about the role of information and communications technology （ICT） in teaching thinking skills： as tutor or teaching machine, as providing ＇mind-tools＇ and as a support for learning conversations. Finally, the article produces guidelines for the use of technology to support teaching thinking skills, and further assesses research trend in this field as well as the implications for educational practice.

关 键 词：思维技能 技术 学习 

分 类 号：G43[文化科学—教育学]