学生自主学习课堂建构的四个基本维度  

Four Basic Dimensions of Building Students’Autonomous Learning

作　　者：孙刚成 汶莎莎 SUN Gang-cheng;WEN Sha-sha(College of Education Science,Yan’an University,Yan’an,Shannxi 716000)

机构地区：[1]延安大学教育科学学院,陕西延安716000

出　　处：《湖南第一师范学院学报》2022年第1期66-72,共7页Journal of Hunan First Normal University

基　　金：2019年陕西高等教育教学改革研究重点攻关项目“新时代一流高校教师教育教学发展体系研究”(19ZG005)。

摘　　要：人工智能时代的来临预示着世界变化的速度将进一步加快,人的知识与能力的更新同样会加快,人的自主学习能力与终身发展能力也就日益重要起来。从教育的本质上看,学习就是激发学生自主行动和发展的过程,就是帮助学习者养成更强大的学习力和发展力,从而创造更大的生命价值。为此,从我的课堂我做主的自主发展意识、我的课堂我规划的自主学习能力、我的课堂我出彩的自主实践场域和我的课堂发展我的自我价值实现四个基本维度建构学生自主学习课堂,既有利于让自主学习落地生根,又有利于激发办学活力,推动新的学习变革。With the advent of the era of artificial intelligence,the pace of the world’s change as well as the re-newal of human knowledge and ability will be further accelerated,so the ability of autonomous learning and lifelong development become vitally important.From the essence of education,learning is to stimulate students’autonomous action and development process,which is to help learners develop stronger learning ability and development ability,so as to create greater value of life.Therefore,it is essential to build students’autonomous class from the four basic dimensions:autonomous development awareness that I am the master of my class,the autonomous learning ability that I plan for my class,the autonomous practice field that I excel in my class,and the self-realization of my class-room development.It is not only conducive to implement autonomous learning effectively,but also conducive to stimulate school running vitality and promote new learning reform.

关 键 词：自主课堂 自主发展意识 自主学习能力 自主实践场域 自我价值实现 

分 类 号：G444[哲学宗教—心理学]