格拉塞斯菲尔德激进建构主义理论认识论特征及对教学设计的影响  

Analysis of the Epistemological Characteristics of E.von Glasersfeld's Radical Constructivism Theory and Its Influences to Instructional Design

作　　者：谭敬德[1] 

机构地区：[1]湖南第一师范学院信息科学与工程系,湖南长沙410205

出　　处：《现代教育技术》2011年第7期25-28,共4页Modern Educational Technology

基　　金：全国教育科学规划"十一五"教育部重点课题"高等教育自学考试课程网络虚拟学习社区构建与应用的理论和实践研究"(课题编号:DCA100207);湖南省高校科技创新团队支持计划(湘教通[2010]212号)资助

摘　　要：从格拉塞斯菲尔德激进建构主义理论关于知识和学习的基本观点出发,对其认识论特征进行研究。指出格氏激进建构主义理论虽然具有强烈的主观主义和相对主义色彩,但其认识论不是预成论而是一种渐成论,是一种既不同于客观主义,也不同于主观主义的第三种认识论。格氏激进建构主义理论对教学设计影响在于教学设计理论基础和教学设计过程模式。Based on E.von Glasersfeld＇s Radical Constructivism Theory＇s basic perspectives about knowledge and learning,we analyze and study the characteristics of epistemology of his Radical Constructivism viewpoints.The thesis points out that his Radical Constructivism Theory is neither subjectivism nor objectivism,it＇s an epistemology existing between subjectivism and objectivism,and its epistemology is a kind of epigenesis.The characteristics of epistemology of his Radical Constructivism have a strong color of subjective idealism and relativism.The influences of his Radical Constructivism Theory to Instructional Design（abbr.ID） lie in the ID＇s theoretical basis and its procedure model.

关 键 词：激进建构主义理论 认识论特征 教学设计 

分 类 号：G42[文化科学—课程与教学论]