合作建构:儿童和教师共同建构知识和探索意义  

Co-construction: Children and Teachers Construct Knowledge Together and Explore Significance

作　　者：瓦西里奥斯·伊曼努埃尔·菲纳克思 胡亿军[2] 张虹[3] 

机构地区：[1]德国巴伐利亚学前教育研究所,慕尼黑 [2]浙江外国语学院中德教育研究所,杭州310012 [3]浙江师范大学杭州幼儿师范学院《幼儿教育》编辑部,杭州310012

出　　处：《幼儿教育（教育科学）》2017年第7期3-7,共5页Early Childhood Education(Educational Sciences)

摘　　要：信息时代带来了社会的“对话性转折”，互动和对话被放在了当前学习理论的中心位置。借助合作建构，知识得以产生，意义得以建构，儿童和教师一起建构这个过程。合作建构作为一种教育学和教学论原则，体现的是所有参与者都是主动的合作伙伴的理念。对话性学习是儿童最佳的学习方式。在社会互动中应当体现“平等对话、提高文化理解力、实现文化转换、对文化转换作出工具性定义、创造意义、强调团结、强调差异等值”等原则。合作建构原则指导下的教育过程可保证最高的教育质量。Information era brings social conversational transition. Interaction and conversation are considered as the key parts of present learning theories. Through co-construction, knowledge is generated; significance is constructed; children and teachers construct the process together. As a principle of pedagogy and teaching theory, co-construction shows the idea that all participators are active cooperation partners. Conversational learning is the best study pattern for children. In social interaction, the following principles should be followed such as the equality of dialogue, the improvement of culture understanding, the achievement of culture transformation, the instrumental definition of culture transformation, the creating of significance, the emphasis of unity, and the emphasis of difference and equivalence. Educational process under the guidance of co-con- struction principle guarantees the highest quality of education.

关 键 词：合作建构 对话 意义 质量 

分 类 号：G610[文化科学—学前教育学]