怎样才算“理解”了所学知识:三位国外学者的意见及启示  

What are the Indicators of Understanding Knowledge: Three Foreign Scholars' Opinions and Some Enlightenments from Them

作　　者：周成海[1] 

机构地区：[1]大连大学师范学院

出　　处：《外国中小学教育》2015年第7期24-29,共6页Primary & Secondary Schooling Abroad

基　　金：作者主持的教育部人文社科青年基金项目"教师知识分享研究"(项目批准号:12YJC880165);辽宁省教育科学"十二五"规划课题"辽宁省中小学教师非专业性表现的传记研究"(JG13CB035)阶段性研究成果之一

摘　　要：课堂教学必须促进学生通过"有意义学习"真正理解所学知识,因而依据什么标准来判断学生是否已经理解了所学知识,就成为一个非常重要的问题。目前,国内关于"理解的标准"的认识存在着过于简约的倾向。近几年来,威金斯和麦克泰格(Wiggins and Mc Tighe)、奈特(Knight,O)以及克利斯(Kolis,M)等国外学者分别提出更为复杂的理解标准框架,综合他们的研究成果,我们能够建构出一个更加具体和全面的理解指标体系。The classroom teaching should promote students to truly understand the knowledge through meaningful learning, so it is an important issue to determine the standards that can help teachers judge whether students understand knowledge. At present, the standards of understanding listed by domestic scholars have a tendency of oversimplification. In recent years, some foreign scholars, including Wiggins, McTighe, Knight and Chris have put forward more comprehensive and complex understanding standards. We can construct more specific and comprehensive index system of understanding after we synthesize these scholars＇ research findings.

关 键 词：课堂教学 有意义学习 理解标准 

分 类 号：G420[文化科学—课程与教学论]