基于认知学徒制的历史教学设计—— 对一位美国教师“经济大萧条”教学案例的评析

Cognitive Apprenticeship-Based Design of History Teaching--- A Comment on Teaching of “The Great Depression” by an U.S. Teacher

认知学徒制是一种能有效克服传统教育诸多弊端的教学设计和学习环境设计理念，自提 出以来在各领域已得到了广泛的应用。本文对一位美国历史教师依据认知学徒制理念设计的“经济 大萧条”一节的教学案例进行分析，表明基于认知学徒制理念设计的历史教学能让学生进行更深刻 的学习和知识建构。希望此分析能对我国中小学历史教学设计提供一种备选方案。

Cognitive Apprenticeship, a design theory on instruction and learning environment, can effectively overcome the drawbacks of traditional education, and has now obtained wide application in all kinds of fields. This paper analyses a teaching case designed by an American teacher on the teaching of "The Great Depression", showing that cognitive apprenticeship-based history teaching can effectively promote deep learning and knowledge construction. This analysis, hopefully, can provide an alternative perspective for history instruction design in China.