西方学习理论的三重突破:整体主义的视角  

On Three Advances of Learning Theory in the West:A Holistic Perspective

作　　者：曾文婕[1] 

机构地区：[1]华南师范大学现代教育研究与开发中心,广东广州510631

出　　处：《外国教育研究》2012年第10期3-12,共10页Studies in Foreign Education

基　　金：教育部人文社会科学研究项目<学习哲学:学习研究的新方向>(项目批准号:08JC880013)

摘　　要：当下,"以学定教"已经成为人们的普遍共识,"学习"开始被视为整个教育变革的出发点与根基,"学习理论"正在受到越来越广泛的关注和重视。基于整体主义视角观照,西方学习理论正在走上整合之路,具体表现为三重突破:"认知与情感的整合",揭示了"认知启动的情感根源"和"认知过程的情感浸润";"个体性获得与社会性互动的交融",展现了"个体—社会"的鲜活张力,形成了"获得—参与"的复合隐喻;"整体取向学习理论的建构",涌现了"三维谱系学习理论"和"存在主义学习理论"等新兴思潮。Nowadays,it is becoming a common sense that education and teaching depend on learning. Learning is universally accepted as the roots of educational change. Learning theory has drawn abroad attentions. From the perspective of holism,learning theory is embarking on a holistic way. It comprises the following three advances like： integration cognition and emotion embodies the emotional source of knowing and the emotion-loaded in cognitive process,mutual communication of individual acquisition of learning and the social interaction in learning shows the tension of ＂individual-society＂ and form the ＂acquisition-participation＂ plurality of metaphors,and construction of holistic learning theory including the three dimensions of learning theory and existential learning theory.

关 键 词：学习理论 整体取向 认知 情感 

分 类 号：G40[文化科学—教育学原理]