从发现到建构:布鲁纳发现式教学在艺术教学中的实践逻辑  

From Discovery to Construction: Practical Logic of Bruner’s Discovery Learning in Art Teaching

作　　者：关睿[1] GUAN Rui(Shanxi Art Vocational College)

机构地区：[1]山西艺术职业学院,山西太原030012

出　　处：《教育理论与实践》2022年第28期52-56,共5页Theory and Practice of Education

摘　　要：从“发现”到“建构”是布鲁纳教学哲学观中显性的呈现方式,同时也可以彰显出布鲁纳发现式教学的内在逻辑与走向。布鲁纳发现式教学内蕴“自我建构”的教学理念、“发现—建构”的教学过程、“过程导向”的教学动机、“智慧生长”的教学目的。布鲁纳发现式教学在艺术教学中的实践逻辑是:重塑师生双主体,树立“自我建构”的教学理念;营造再语境化的艺术教学情境,生成“发现—建构”的教学过程;挖掘“能力动机”,构建学生内部动机的原型;搭建以认知建构为核心的教学方法,实现学生“智慧生长”的教学目的。The shift from“discovery”to“construction”is the explicit presentation of Bruner’s teaching philosophy as well as the inherent logic and trend of Bruner’s discovery teaching. Bruner’s discovery teaching contains the teaching concept of“self-construction”,the teaching process of“discovery-construction”,the“process-orientated”teaching motivation,and the teaching purpose of “wisdom growth”. The practical logic of Bruner’s discovery teaching in art teaching includes:reshaping the dual subjects of teachers and students to establish the teaching concept of“self-construction”;creating a re-contextualized art teaching situation to generate a teaching process of“discovery-construction”;excavating “ability motivation”to build a prototype of students’ internal motivation;and building a teaching method with cognitive construction as the core to achieve the teaching purpose of“intelligent growth”of students.

关 键 词：布鲁纳 发现式教学 艺术教学 自我建构 “发现—建构” 过程导向 智慧生长 

分 类 号：G420[文化科学—课程与教学论]