学生自主学习探析  

On Students' Autonomous Learning

作　　者：刘畅[1] 

机构地区：[1]北京市海淀区中关村第一小学

出　　处：《教育研究》2014年第7期131-135,159,共6页Educational Research

基　　金：北京市教育科学"十一五"规划校本研究专项课题"促进小学生自主学习的策略研究"(课题批准号:BJ115BBA09009)的研究成果

摘　　要：在学习场域中,自主是学生自主学习的现实基础和前提保障,只有具备一定程度的自主性,学生才能进行自主学习,进而才有自主成长的能力。探寻哲学领域与心理学领域的自主意涵源流发现,人的自主性至少包括感情、认知、行为、道德四个维度。学术界对于自主作为一种学习方式的探究由来已久,并由此建构了对于自主学习内涵层次的认知,包括为什么学、如何学、学什么、何时学、在哪里学、学得怎么样等。在促进学生进行自主学习的过程中,必须遵循原型启发、最近发展区、研究性学习三个原则,并对不同学段的学生实施不同的操作策略。In the learning field, autonomy is the foundation and premise of students autonomous learning. Only with certain degree of autonomy, can students learn by themselves, and then possess the ability of independent development. By exploring the origin of independent meaning of philosophy and psychology, it is found that autonomy has four dimensions at least, including feeling, cognition, behavior and moral. Based on long-term academic research of autonomous learning, the recognition on connotation of ＂self-learning＂ is constructed, including six aspects： why to learn, how to learn, what to learn, when to learn, where to learn and learning effect. In order to promote students autonomous learning, the principles of prototype elicitation, zone of proximal development and inquiry learning should be followed, and different operating strategies should be implemented according to different ages of students.

关 键 词：自主性 自主学习 教学策略 

分 类 号：G424[文化科学—课程与教学论]