观察学习的人文价值与校本文科课程开发  

Human Values of Observational Learning and School-Based Curriculum Development in Courses of Liberal Arts

作　　者：张三花[1] 黄甫全[1] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《华南师范大学学报（社会科学版）》2011年第1期100-104,159,共5页Journal of South China Normal University：Social Science Edition

基　　金：广东省普通高校人文社会科学重点研究基地2008年度重大项目"新中国小学教育基本理论发展的文化哲学清理与建构"(08JDXM88001);广东省哲学社会科学"十一五"规划2010年度项目"学习化课程论稿--课程文化哲学初探"(GD10HJY01)

摘　　要：随着课程改革实施的逐步深化,校本文科课程开发已经引起人们的重视,并在人文价值引领下,开始探寻与建构适宜性的学习理论基础。观察学习与文科课程,具有人文价值取向的同一性,因而观察学习理论可以成为校本文科课程开发的主要理论基础。分析表明,观察学习理论的"以人为本"的主体原理、"观察-习得-表现"的模仿原理、"注意-保持-动作再现-动机"的过程原理和"三元交互决定"的互动原理,可从课程目标制定、课程资源开发、学习方式创新、教育环境优化等环节为校本文科课程开发提供新的思路与途径。With the new curriculum implementation step by step,school-based liberal arts curriculum development has attracted a lot of attention,and many scholars have begun to explore and build the basis of suitable learning theories with the direction of human values.As observational learning and liberal arts courses have the identity of human values,and observational learning theory can become a major school-based liberal arts curriculum development theory.Analysis shows that the principles of observational learning theory,including the subject principle of 'being human-oriented',the imitation principle of 'observation——acquisition——performance',the process principle of'attention——retention——action reproduction——motivation'and the interaction rationale of 'triadic reciprocal determinism',can provide new approaches for the development of school-based liberal arts curriculum in terms of the planning of curriculum objectives,the development of curriculum resource,innovation of learning styles,and educational environment optimization.

关 键 词：观察学习 人文价值 校本文科课程开发 

分 类 号：G42[文化科学—课程与教学论]