澄清意义学习 促进融会贯通——诺瓦克意义学习的基本原理及其教学运用  

Clarifying Meaningful Learning and Promoting Integrative Reconciliation:On the Instruction Principle and Implication of Meaningful Learning by Joseph D.Novak

作　　者：孙爱萍 

机构地区：[1]浙江广播大学科研处,浙江杭州310012

出　　处：《浙江教育学院学报》2010年第1期17-22,共6页Journal of ZHEJIANG Education Institute

基　　金：浙江省教育科学规划2009年度研究课题(SCG139)

摘　　要：诺瓦克认为每种文化都有自己的概念体系和实践框架。教育不仅要挑选那些有永恒价值的概念,而且要帮助学生掌握意义学习的原理和方法,使其获得生成和运用新知的能力。梳理意义学习的理论基础、阶段、形式、原则以及相关的课程组织、教学方法等对教学实践具有启发意义。Joseph D. Novak insists that every culture has a framework of concepts and practices. The task of education is to transmit to children in that culture the concepts and practices they will need as adults. Education not only must include careful selection of those concepts that are of most lasting value, but also must assist children in acquiring the capacity to generate and use new ones. It is valuable to introduce the theory foundation, learning phrase, principle, curriculum material and instruction methods of meaningful learning.

关 键 词：诺瓦克 意义学习 渐进分化 融会贯通 概念图 V型图 

分 类 号：G42[文化科学—课程与教学论]