学习的异化和回归——建构主义和社会文化论视角  

Alienation and Reengage of Learning——From the Perspective of Constructivism and Sociocultural Theory

作　　者：陈晓芳[1] CHEN Xiao-fang(School of Pre-school Education,Beijing Normal University)

机构地区：[1]北京教育学院学前教育学院

出　　处：《教育理论与实践》2019年第19期55-59,共5页Theory and Practice of Education

基　　金：全国教育科学规划教育部重点课题“科学与艺术有机整合的儿童学习活动创新研究”（课题编号：DHA160361）的阶段性研究成果

摘　　要：儿童学习的异化具体表现在“主动性和兴趣缺乏”的学习目的的异化;“无我性和碎片化”的学习内容的异化;“方式选择权和程序安排权丢失”的学习过程的异化三个方面。儿童学习异化的主要原因是对儿童作为社会人的主体性的忽视以及学习价值取向的偏斜。儿童学习的回归就是要回到“满足需要和促进发展”的学习目的的源价值性;回到“生活和生长”的学习内容的自组织性;回到“任务驱动、路径探寻和知识实景化”的学习过程的自我建构性。The alienation of children * s learning is embodied in the alienation of learning purpose of "lack of initiative and interest", the alienation of the learning content of "no self and fragmentation", and the alienation of the learning process of "the loss of the right to choose ways and to arrange procedures \ The main reason of learning alienation is children * s neglect of subjectivity as a social person and the deviation of learning value's orientation. The reengage of children * s learning are to return to the source value of the learning purpose of "meeting needs and promoting development”,return to the self-organization of the learning content of "iving and growing", and return to the self-construction of the learning process of utask-driven, path-finding and knowledge contextualizationn.

关 键 词：儿童学习 异化 回归 建构主义 社会文化论 源价值性 自我组织性 自我建构性 

分 类 号：G420[文化科学—课程与教学论]