认知层次化规律对“国际贸易学”课程教学的意义探讨  

Discussion on the Significance of Cognitive Hierarchy to the Teaching of International Trade Studies

作　　者：吴建功[1] WU Jian-gong(Business School,Hunan International Economics University,Changsha,Hunan 410205,China)

机构地区：[1]湖南涉外经济学院商学院,湖南长沙410205

出　　处：《教育教学论坛》2021年第28期19-22,共4页Education And Teaching Forum

基　　金：2020年度湖南省教育厅湖南省普通高校省级一流本科课程“国际贸易学”(线下一流本科课程)(湘教通〔2020〕9号,366)。

摘　　要：人们的认知活动由低到高涉及感性化具体认知、初步理性化认知、系统理性化认知和理论创新认知等四个层面。教育工作者在课程教学中遵循这一认知层次化规律。学生对课程知识的学习、掌握与运用,也由具体到抽象、由感知到思维、由初级认知到高级认知的规律来进行。根据认知层次化规律,课程教师要科学设计教学方法,利用课程教学提升学生每个层次认知水平和能力,并保障学生开展自主性的层次化认知训练。People’s cognitive activities involve four levels,i.e.,perceptual concrete cognition,preliminary rational cognition,systematic rational cognition and theoretical innovation cognition.The law of cognitive hierarchy enlightens educators to follow this law in course teaching.The learning,mastery and application of the course knowledge should start from concrete and primary cognition to abstract and advanced cognition and from perception to thinking.According to the law of cognitive hierarchy,teachers should design teaching methods according to the law and carry out independent hierarchical cognitive training to improve the cognitive level and ability of students.

关 键 词：国际贸易学 思维 认知层次化 课程教学 

分 类 号：G642[文化科学—高等教育学]