关于“理解性学习”的思考  

Thinking on"Learning for Understanding"

作　　者：管天[1] GUAN Tian(School of Power and Energy Engineering,Nanjing Institute of Technology,Nanjing,Jiangsu 211167,China)

机构地区：[1]南京工程学院能源与动力工程学院,江苏南京211167

出　　处：《教育教学论坛》2020年第19期353-355,共3页Education And Teaching Forum

摘　　要：理解性学习是在前有知识导引下围绕学习目标而展开的一系列的思维活动:寻求连接、分析综合、抽象概括、推理迁移、修正补救、生成创新,展现出一种“力”。理解性学习是一个过程,起始终结,由“内部对话”转而为“外部交流”,由知识领域迁移到生活领域、生产领域,循环往复,直至生命的消逝,尽管它不会直线式的提升,但随着年龄的增长,经验的丰富,它会变得越来越有力,人也变得更智慧、更聪明。一切学习都源自经验,而理解性学习则是运用知识的艺术,而艺术是知识和德行的结晶。Learning for understanding is a series of thinking activities carried out around learning objectives by the guiding of prior knowledge:seeking connection,comprehensive analysis,generalization,reasoning transfer,correction recovery,creation,showing a kind of"force".Learning for understanding is a process,from the beginning to the end,from"internal dialogue"to"external communication",from the domain of knowledge to the fields of life and production,circulating until the life end.Although it is not a straight line wildly ascend,but with the growth of the age and rich experience,it will become increasingly potent.People become smarter and smarter.All learning from the experience and understanding is to use knowledge of art,and art is the crystallization of knowledge and virtue.

关 键 词：理解性学习 思维活动 推理 纠错机制 

分 类 号：G642.0[文化科学—高等教育学]