基于成人情境学习的成人教师角色定位  

The Adult Teachers' Role Transition Based on Adult Situational Learning

作　　者：冯红霞[1] 李金[2] 

机构地区：[1]河北大学继续教育学院,河北保定071002 [2]曲阜师范大学职业与成人教育学院,山东曲阜273165

出　　处：《河北大学成人教育学院学报》2016年第1期26-30,共5页Journal of Adult Education College of Hebei University

基　　金：2012年度教育部人文社会科学研究青年基金项目"成人教育促进新生代农民工社会流动的策略研究"(编号:12YJC880057)的研究成果

摘　　要：成人情境学习作为成人有效学习的一种重要方式,是指成人在需要学习的知识、技能的应用情境中进行的学习。成人情境学习具有基于真实活动、主动建构知识、社会互动和渐进内化等特点。成人教师唯有主动应对成人情境学习带来的挑战,营造学习情境、提供学习资源、促进社会互动、彰显学习者主体地位,才能在教学中扮演好营造者、引导者、设计者、参与者与激发者等多元角色,促进成人情境学习的有效开展。The adult situational learning as an important way of adult effective learning,refers to the adults to learn the application of knowledge,skills in the learning situations.Adult situational learning has the characteristics of real activities,active construction of knowledge,social interaction and gradual internalization.Only by dealing with the challenges of adult learning situation initiatively,creating a learning situation,providing learning resources,promoting social interaction and carring out the learners＇ subject status,can adult teacher play well their multiple role of the builders,guiders,designers,participants and motivators in adult teaching construction,so as to promote effective development of adult learning situation.

关 键 词：成人情境学习 成人教师 角色 定位 

分 类 号：G720[文化科学—成人教育学]