加强反思学习 促进知识迁移  

Strengthening the Reflective Learning and Promoting the Knowledge Transfer

作　　者：卢瑞玲[1] 郭俊风[1] 

机构地区：[1]太原师范学院教育系,山西太原030012

出　　处：《教育理论与实践》2013年第11期57-59,共3页Theory and Practice of Education

摘　　要：反思学习是学习者对自己学习过程和结果的反向思考,是对学习的学习。反思学习的目的不仅仅是回顾过去,它更重要的功能是为了未来。反思学习的内容有对学习目标和结果的反思、对学习过程的反思、对深度学习的反思以及对试题的反思。常用的培养学生反思能力的工具有驱动性问题、反思学习表、网络反思学习平台、电子学习档案袋(e-portfolio)以及试题。学习者进行反思学习能够提高元认知能力、帮助学生学会学习,加强深度学习、促进知识迁移。Reflective learning refers to learners＇ reverse thinking about their learning process and results, i.e. the learning about learning. The purpose of reflective learning is not only to look back on the past, but more importantly to look forward to the future. Reflective learning includes the reflection on the learning objectives and results, on the learning pro- cess, on the deep learning and on the test papers; reflective learning is carried out through self-reflection and cooperative reflection; instruments generally used to foster students＇ reflective ability include driven problems, reflective learning ta- bles, web-based reflection platforms, e-portfolios and test papers. Learners＇ reflective learning will improve their meta-cognitive ability, help them learn to learn, strengthen their deep learning and promote their knowledge transfer.

关 键 词：学习者 反思学习 学会学习 深度学习 知识迁移 

分 类 号：G420[文化科学—课程与教学论]