试论学习路径与升华型学习及其启示  

On Learning Path and Sublimation Learning

作　　者：林毓锜[1] 

机构地区：[1]西安交通大学高等教育研究所,陕西西安710049

出　　处：《高等教育研究》2015年第11期12-18,共7页Journal of Higher Education

摘　　要：教学工作是为学生学习设定一个个"学习目标(学习内容)",然后选择"教学方法"去引导学生学习。教学理论的基础在学习原理之中,包括人(学生)的知识如何获得,应用知识的能力如何发展,素质和观念如何形成,创新如何出现,意志和技能等品质如何养成等。学生走向特定学习目标是沿着特定的"(内在)学习路径",为此,教学方法、学习方法的选取不可随意,它应在与实现学习目标对应的学习路径的基础上去选取。学习路径有六种:感知记忆型学习、感悟型学习、内化型学习、外化型学习、重复记忆型学习、升华型学习。"学习目标决定学习路径,学习路径左右学习方法"或许是一条学习准则,也是一条教学准则。The teaching was to set up ＂learning goals （learning contents）＂ for students, and then select ＂teaching methods＂ to guide students. However, the theory of teaching was based on the principle of learning, including how to get the knowledge of people （including students）, how to develop the ability of applying knowledge, how to form quality and con cept, how innovation occurred, how to develop skills and will. This paper proposed that students achieved a specific learning goal along with the specific ＂（inner） learning path＂. Therefore, the selection of teaching and learning methods was not arbitrarily, which should be based on the relevant learning path by which the learning goal was reached. Six learning paths were concluded： perception-memory learning, understanding learning, internalization learning, externalization learning, repetition and memory learning, and sublimation learn ing. Besides, this paper suggested that it was probably a learning principle as well as a teaching principle that the learning goal decided the learning path, and the learning path dominated the learning approach.

关 键 词：(内在)学习路径 升华型学习 学习准则 教学准则 

分 类 号：G42[文化科学—课程与教学论]