建构主义学习理论与汉语教学  

Learning Theory of Constructivism and Chinese Teaching

作　　者：李遐[1] 

机构地区：[1]新疆师范大学中文系,新疆乌鲁木齐830054

出　　处：《民族教育研究》2002年第4期52-57,共6页Journal of Research on Education for Ethnic Minorities

摘　　要：作为“当代教育心理学中的一场革命”的建构主义 ,是学习理论中行为主义到认知主义以后的进一步发展。它强调学生的主动学习 ,要求学生由外部刺激的被动接受者和知识的灌输对象转变为信息加工的主体和知识意义的主动建构者 ,同时也重视教师在学生建构知识的过程中提供一定的帮助和支持。这无疑为我们建立一种面向建构主义的第二语言教学论提供了一个观照的视角 ,同时促使我们完善汉语教学 ,贯彻以“逐步扩展 ,从句子向话语发展”为基本内容的汉语知识教学。Constructivism, as 'a revolution in contemporary educational psychology', represents a new development from behaviorism to cognition in learning theory. It attaches emphasis to students' active learning, requires students to transfer from passive receivers of outer stimulus and knowledge to active processors of information and constructors of knowledge. It also stresses teachers' help and support in students' knowledge constructing process. It, no doubt, has provided us a new perspective in establishing second language teaching theory based on constructivism, and it can help us improve Chinese teaching with the basic content of 'a gradual extension from sentence to discourse'.

关 键 词：建构主义 学习理论 汉语教学 教育心理学 第二语言教学 教学改革 

分 类 号：G442[哲学宗教—心理学] H19[哲学宗教—发展与教育心理学]