陈述性知识与程序性知识的教学策略  

Teaching Strategies of Representational Knowledge and Procedural Knowledge

作　　者：杨玉东[1] 

机构地区：[1]天津市河西区教育科学研究所,天津300202

出　　处：《天津师范大学学报（基础教育版）》2010年第3期18-21,共4页Journal of Tianjin Normal University(Elementary Education Edition)

摘　　要：现代认知心理学将知识分为陈述性知识和程序性知识。这两类知识获得的心理过程及其在头脑中的表征、保持与激活等特点都有显著的差异。陈述性知识的教学策略主要有:促进陈述性知识习得的策略;促进陈述性知识保持的策略;促进陈述性知识有效提取的策略。程序性知识的教学策略主要有:掌握程序性知识的陈述形式;明晰程序性知识应用的条件;从陈述性知识到程序性知识的转化;从程序性知识到陈述性知识的转化等。Cognitive psychology divides modern knowledge into representational knowledge and procedural knowledge. The psychological process and the characterization, maintenance and activation in the minds of the two kinds of knowledge obtaining are remarkably different. Teaching strategies of representational knowledge mainly include： the strategy of promoting to obtain representational knowledge; the strategy of promoting to maintain repre- sentational knowledge; the strategy of promoting to effectively extract representational knowledge. While teaching strategies of procedural knowledge mainly include： mastering representation forms of procedural knowledge; clearing the condition for the application of procedural knowledge; the transformation from representational knowledge into the procedural knowledge; the transformation from procedural knowledge into the representational knowledge.

关 键 词：陈述性知识 程序性知识 教学策略 

分 类 号：G424.1[文化科学—课程与教学论]