情境学习的理论反思与实践策略——基于教育人类学的视角  

Theoretical Reflection and Practical Strategy of Situated Learning: From the Perspective of Educational Anthropology

作　　者：王媛[1] 

机构地区：[1]南京航空航天大学,江苏南京211106

出　　处：《中国农业教育》2013年第4期49-52,共4页China Agricultural Education

基　　金：南京航空航天大学中央高校基本科研业务费专项科研项目"农村学校布局调整与农村社区发展"(NR2012020)

摘　　要：从教育人类学的视角看来,"情境学习"有利于避免文化中断,减少学业失败;实现完整之人的培养;保护传统文化。我国学校教育在历史与当下存在和文化社会情境相脱离的问题,"情境学习"应尽量增加构拟地方文化和社会情境的授课方式和内容,建议采用多地点、多媒体、多声道的实践策略。From the perspective of educational anthropology,situated learning could be perceived as a learning strategy to avoid cultural discontinuities,decrease academic failure,achieve the cultivation of full person and preserve the traditional culture.School education in China has problems in engagement with cultural and social context at past and present,and situated learning should construct more innovative teaching styles and contents that can help the students immerse in the cultural and social context,such as multi-location,multimedia and multi-voice education.

关 键 词：情境学习 理论反思 实践策略 教育人类学 

分 类 号：G640[文化科学—高等教育学]