内隐学习视角下的教学设计——以数学教学为例  

Instructional Design Under the Implicit Learning:Mathematic Teaching As an Example

作　　者：应惠芬[1] 

机构地区：[1]杭州万向职业技术学院,浙江杭州310023

出　　处：《远程教育杂志》2010年第5期65-68,共4页Journal of Distance Education

基　　金：浙江省新世纪教改项目"任务驱动小组合作快乐学习法探索与实践--内隐学习理论在数学教学中的应用研究"(yb07090)成果

摘　　要：内隐学习理论为教学设计提供了新的视角。将内隐学习与外显学习相辅相成的协同效应引入教学设计中,就是要积极营造有利于激发内隐学习的安全、自由的心理环境,创设有利于内隐学习与外显学习协同作用的认知参与情境,创建有利于学生行为参与的内隐学习活动,也就是要活化课堂教学,提高教学成效。Implicit learning theory provides a new perspective for teaching design. To introduce the synergistic effect of implicit learning and explicit learning into the instructional design is to create a secure and free psychological environment,which can stimulate implicit learning ,to create a cognitive participating situational so that the implicit learning and explicit learning can promote each other, and to create many implicit learning actions which students can participate in. Namely, it is to activate classroom and to improve teaching and learning efficiency.

关 键 词：内隐学习 数学教学 情感参与 认知参与 行为参与 

分 类 号：G420[文化科学—课程与教学论]