文献检索课情境的意义建构研究  

Research on Sensemahing Paradigm of Contexts of Literature Retrieval Course

作　　者：袁红军[1] 张凌[1] 

机构地区：[1]郑州师范学院图书馆,河南郑州450044

出　　处：《现代情报》2015年第3期166-169,174,共5页Journal of Modern Information

摘　　要：本文在分析文献检索课发展脉络及其情境的意义建构基础上,提出了文献检索课情境的意义建构范式,将文献检索课情境划分为传统型和创新型两种类型,其对应的意义建构为主导式和引导式两种形式,并分别论述传统型和创新型两种情境类型,指出传统型是以教师为主,过多关注教师意义建构的教学内容与目标的实现过程,而引导型则强调教师的引领、启发作用,关注教师和学生、学生之间的互动情境,应对不同问题形成的意义建构过程和结果。通过二者的对比,本文认为创新型能够提升文献检索课教学绩效,也将为其教学创新提供新思路、新方法。最后,本文给出一个案例。This article researched on literature retrieval course of development context and its sensemahing of context,proposed a paradigm sensemahing of contexts of literature retrieval course,the context of literature retrieval course is divided into traditional and innovative both types,which corresponded to the dominant type of meaning construction is divided into two kinds of forms and guidance,and were discussed,the paper pointed out that traditional highlight the leading role of teachers,the implementation process too much attention to the construction of meaning teachers teaching content and objectives,and guide the type of stressed teachers to lead,inspire action,concerned teachers and students,students interact in the context and meaning construction process and deal with different problems results. By comparing the differences between the two studies that innovative research would enhance performance of literature retrieval course,and provided innovative teaching literature search of new ideas,new methods. Finally,this article gave a case study.

关 键 词：文献检索课 情境 意义建构 

分 类 号：G250.73[文化科学—图书馆学]