聚焦真实问题解决的经典意义学习模式解析  

Classical Meaningful Learning Model Towards Authentic Problem Solving in Middle School Chinese Teaching

作　　者：陆琦[1] 肖龙海[1] LU Qi;XIAO Long-hai(College of Education,Zhejiang University,Hangzhou,Zhejiang,310028,PRC)

机构地区：[1]浙江大学教育学院,浙江杭州310058

出　　处：《当代教育与文化》2023年第1期34-40,77,共8页Contemporary Education and Culture

基　　金：2022年国家社会科学基金教育学一般项目“核心素养视域下可迁移学习的理论建构及其文化实践研究”(BHA220135)。

摘　　要：当下许多热门的教学模型如UbD(理解为先的学习)、4C/ID模型(四元教学模型)、ICAP学习方式分类学等新式学习的发展均离不开经典的意义学习理论。意义学习的概念自奥苏贝尔等提出,经罗杰斯、梅耶、乔纳森、梅里尔等多位学者研究并发展,已具有丰富的内涵与理念。研究旨在对意义学习模式进行概述,以意义学习的学习理念、技术应用观与教学设计思想为脉络,论述几代经典意义学习模式的发展过程与其经久不衰的时代价值,从而帮助教师更好地理解教学设计新理论与新思想中的精粹。The development of many prevailing instructional models such as UbD(Understanding by Design),4C/ID(Four-Component Instructional Design)and ICAP is inseparable from classical meaningful learning theory.Since the concept of meaningful learning was proposed by Ausubel et al.,it has been studied and developed by Rogers,Meyer,Jonathan,Merrill and other scholars,and it now has rich connotation.This paper aims to make an overview of the meaningful learning model and discuss its development in several generations and its enduring value from such aspects as its learning concept,view of technology application and principles of instructional design,so as to help teachers better understand the essence of the new theory and new thought of instructional design.

关 键 词：意义学习 学习理念 技术应用观 教学设计思想 

分 类 号：G421[文化科学—课程与教学论]