学习科学如何教?——基于37门国际著名高校学习科学课程的分析  

How to Teach Learning Sciences?——Analysis of 37 Learning Science Courses in International Famous Universities

作　　者：王辞晓[1] 王浩 尚俊杰[1] WAGN Ci-xiao;WANG Hao;SHANG Jun-jie(Graduate School of Education,Peking University,Beijing,China 100871)

机构地区：[1]北京大学教育学院

出　　处：《现代教育技术》2019年第8期25-33,共9页Modern Educational Technology

基　　金：国家自然科学基金2016年度应急管理项目“学习科学发展态势、需求与科学基金支持机制研究”(项目编号:L1624017)的阶段性研究成果;国家留学基金委2018年国家建设高水平大学公派研究生项目资助

摘　　要：文章通过对37门国际高校学习科学课程教学大纲的内容分析,从课程类型、教学目标、教学内容、教学活动与评价多个维度对“学习科学如何教”进行了探索。研究发现,国际学习科学课程主要分为三大类:侧重学习科学基础理论与前沿观点的“人是如何学习的”类,侧重学习技术、学习环境的“学习设计与评估”类,侧重学习科学研究中采用的定量、质性及混合研究方法的“学习科学研究方法”类。各类课程的教学目标与教学内容呈现了基础理论与前沿观点并举、技术创新设计与认知过程评估齐开、多元研究方法融会贯通的特点。教学活动则紧密围绕教学目标,强调课程参与体验与互动形式,同时在教学评价方面重视多元的过程性评价。Through the content analysis of the syllabuses of 37 learning sciences courses in international universities,this paper explored “how to teach learning sciences” from the perspectives of curriculum types,teaching objectives,contents,learning activities and evaluation.It was found that international learning sciences courses were mainly divided into three categories:the How People Learn focusing on the basic theories of learning sciences and frontier viewpoints,the Learning Design and Evaluation focusing on learning technology and learning environment,and the Research Methodologies for Learning Sciences focusing on the quantitative,qualitative and mixed research methods adopted in learning sciences research.The teaching objectives and teaching contents of these courses were characterized by the coexistence of basic theories and frontier views,the integration of technological innovation design and cognitive process evaluation,and the integration of multiple research methods.Teaching activities were closely related to teaching objectives,which emphasized the forms of curriculum participating experience and interaction,and paid attention to the multiple formative evaluation in teaching evaluation.

关 键 词：学习科学 前沿理论 培养目标 教学大纲 设计研究 

分 类 号：G40-057[文化科学—教育学原理]