学习分类的新框架探索——基于析义的学习与基于析疑的学习  

Research on the New Framework of Learning Classification——Learning Based on the Analysis of the Meaning and Doubt

作　　者：赵国杰[1] 杨东旭[1] 

机构地区：[1]天津大学管理与经济学部,天津300072

出　　处：《天津大学学报（社会科学版）》2015年第1期26-29,共4页Journal of Tianjin University：Social Sciences

基　　金：2012年度天津市哲学社会科学研究规划重点基金资助项目(TJGL12-069)

摘　　要：通常情况下,将学习划分为分析性学习和探索性学习两类,两者都属于自主学习的不同方式,但是真正意义上的学习不可能是绝对被动的,同时探索的过程也是离不开分析的。因此,本文重新对学习进行划分,将学习划分为基于析义的学习与基于析疑的学习,并建构了新学习分类的框架模型,进一步探究了各类学习过程的实现路径。Normally,the learning is divided into two categories,analytical learning and exploratory learning,both of which are different ways of self-learning. However,learning can not be absolutely passive in the true sense,besides,the process of exploring is also inseparable from the analysis. The thesis,therefore,reclassifies the learning and divides it into the learning with acceptance / hereditary based on the analysis of meaning and the learning with the rejection / variability based on the analysis of the doubt. In addition,the thesis constructs a new framework of learning classification and further explores various ways of different learning process.

关 键 词：析义 析疑 接受 拒斥 遗传性学习 变异性学习 

分 类 号：C34[社会学]