课堂教学中的学习策略指导  

Learning Strategy Guide in Classroom Teaching

作　　者：刘电芝[1] 傅玉蓉[2] 

机构地区：[1]西南师范大学教育科学学院,重庆市400715 [2]西南师范大学实验小学,重庆市400715

出　　处：《西南师范大学学报（人文社会科学版）》2003年第6期36-39,共4页Journal of Southwest China Normal University(Philosophy & Social Sciences Edition)

基　　金：全国教育科学"十五"规划重点课题<中小学新课程学科学习策略的系统开发与教育实验研究>成果之一;项目批准号:DHAO10261。

摘　　要：学习策略的教学类型、教学阶段和不同于知识教学的特点是探讨课堂学习策略教学的重要内容。当前学习策略的课堂教学类型主要有策略意识训练、元认知训练和具体策略训练;学习策略的基本教学阶段有激发兴趣、策略的剖析、策略的运用和策略的反思;策略教学的主要特点是借助于知识点说明策略的运用、教学过程具体化、外显化、加强策略的主体体验、突出策略的条件化知识。Classroom teaching types, stages and characteristics which are different from the common knowledge teaching for learning strategy are important contents of the exploration of classroom strategic instruction. The current classroom teaching types of learning strategy contain strategic consciousness training, meta-cognition training and specific strategy training. The basic classroom teaching stages of learning strategy consist of interest motivation, strategy analysis, strategy application and strategy retrospect. The main characteristics of strategic instruction includes interpreting the strategic application through the specific knowledge, specifying and explicating the teaching process, strengthening the emotional experience of teachers and students in learning strategy and emphasizing the conditional knowledge of learning strategy.

关 键 词：学习策略 教学类型 教学阶段 教学特点 

分 类 号：B842.1[哲学宗教—基础心理学] G444[哲学宗教—心理学]