建构主义教学观的要素、内在机制及主要特征——一种符号学的视角  

Essential factor,inherent mechanism and main characteristics About the pedagogy of constructivism——A vision of semiology

作　　者：杨丽茹[1] 

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春130024

出　　处：《外国教育研究》2003年第12期27-30,共4页Studies in Foreign Education

摘　　要：建构主义教学观已经渗透到与教育有关的各个领域,其观点的形成具有深厚的哲学根源。从符号学的视角看,建构主义教学观的取向,既是知识文化本性的反映,也是适应学习心理机制的内在需要。文章对比卡西尔的文化符号学理论和建构主义教学观,从二者的契合点出发,以文化符号学的观点进一步阐释教师、学生等教育要素的关系,由此探究建构主义教学观的科学主义和人文主义相结合的内在机制,从而更好地理解现代教育中所倡导的人文精神的实质。The pedagogy of constructivism has seeped through the each course realm about education,the formation of its standpoint have the deep philosophy source.The angle of view that learn from the semi ology sees,The pedagogy of constructivism not only is an in side demand that knowl edge cul ture man's natural character reflect,but also is an orientation study mental state mechanism.The article con-trasts the Caassier's cul ture semiology theories with the pedagogy of con structivism,from two of agree-ment to set out,with the standpoint that culture semiology learn the fur ther re leases the elemen tal re-la tion of education of teacher,stu dent...etc.in vestigates from here the science doctrine of the ped agogy of con structivism with in side mechanism that hu man ism com bine to geth er,from those we can understand better the humanism's substance of the modern education.

关 键 词：建构主义教学观 学习心理 文化符号学 卡西尔 科学主义 人文主义 

分 类 号：G42[文化科学—课程与教学论]