数字化背景下“可见的学习”中的建构主义重塑  

Reconstruction of Constructivism in “Visible Learning” in the Digital Context

作　　者：李云雯[1] 

机构地区：[1]昆明理工大学理学院,云南 昆明

出　　处：《教育进展》2024年第10期319-327,共9页Advances in Education

摘　　要：培养学生学习能力和创新能力是大学教育的核心内容,创新能力的培养在基础学科教育方面尤显重要,老师如何有效地教和学生有效地学是大学教育的改革之重。约翰·哈蒂通过对不同国家多所学校的调研得出了“老师可见的教、学生可见的学”的经验理论,其中蕴含了教学清单的建构和影响学生学习的因素。在数字化背景下,教师作为学生的引路人不仅要实现自身能力的重新建构还要指导学生重塑建构主义理念,启智增慧。学生利用老师给出的学习清单合理管理时间,达到课前、课堂、课后相结合的一种可见的镜像学习方法,用微笑和鼓励支持学生进行深层学习和研究,实现提高学生高阶能力培养。The cultivation of students’ learning ability and innovation ability is the core content of university education, and the cultivation of innovation ability is especially important in basic subject education, how the teacher effectively teaches, and the student effective study is the university education reform heavy. John Hatty’s empirical theory of ‘teacher-visible teaching, student-visible learning’, which includes the construction of teaching lists and the factors that affect students’ learning, is based on a survey of schools in different countries. Under the background of digitalization, teachers, as the guides of students, should not only realize the reconstruction of their own ability, but also guide the students to rebuild the constructivist idea, enlighten them and increase their wisdom. The students use the learning list given by the teacher to manage their time reasonably, and achieve a visible mirror learning method combining pre-class, classroom and after-class, to improve students’ higher-order ability.

关 键 词：可见的学习 建构主义 协作建构 镜像学习 植入引导 

分 类 号：H31[语言文字—英语]