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篇名 |
[教学作为说服]--一种新的关于教学的观点及其启示
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並列篇名 | Teaching as Persuasion:A New Perspective on Teaching and Its Implications |
作者 | 刘健儿 |
中文摘要 | 近年来,美国学术界出现了一种新的关于教学的观点--[教学作为说服]。这种观点既可以看作是对建构主义教学理论进一步完善的努力,也可以看作是对建构主义教学理论的一种突破。它在坚持建构主义基本观点的基础上,重新解释了[说服]一词,将它作为新观点的核心概念,在依然强调内部因素的同时,大胆地强调了外部因素--[信息]及其它与内部因素相互作用对学生学习的影响。这种新观点对于我国教学理论的创新具有重要的启示。 |
英文摘要 | In recent years, a new perspective on teaching appears in American academic that is [Teaching as Persuasion]. This view can be seen as not only a further effort but also a breakthrough of constructivist teaching theory. Adhering to the basic ideas of constructivism, it re-interprets the term of [persuade] and makes it a core concept. [Teaching as Persuasion] continues emphasis on internal factors, while boldly attaches more importance to external factors─ the [information] and other factors interacting with internal ones and affecting students' learning. This new view lays important implications on the innovation of teaching theories in China. |
起訖頁 | 71-76 |
關鍵詞 | 教学作为说服、新教学观、教学理论创新、Teaching as Persuasion、a new perspective on teaching、the innovation of teaching theories |
刊名 | 比較教育研究 |
期數 | 201008 (32:8期) |
出版單位 | 北京師範大學 |
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| 美国[成功分析模式]的诠释与启示--学业评价与课程标准一致性的视角 |