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在简单阐述了建构主义教育观的基础上,分别从知识内容表述和知识系统组合两个纬度,分析了初中物理教材中知识呈现的建构主义倾向. 相似文献
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不同类型知识的学习与教学设计 总被引：2，自引：0，他引：2
许铁梅 《南通师范学院学报》2001,17(3):127-129
认知领域的知识可以分为三大类，陈述性知识、程序性知识、策略性知识，在教学过程中，教师可以利用分类原理对三种类型的知识分别设计教学目标，三大类知识的教学目标可分别定位于培养学生回忆知识的能力，培养应用概念和规则办事的能力和学会学习，根据教学目标再分别设计教学过程，可很好地提高教学效果。 相似文献
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社会性软件在个人知识管理中的应用 总被引：1，自引：0，他引：1
个人知识管理能力成为信息时代决定一个人成功与否的重要因素,社会性软件在提高人们网络交流能力的同时能够促进个人知识管理。本文将简要介绍社会性软件与个人知识管理,从三个纬度分析社会性软件在个人知识管理中发挥的作用,提出如何利用社会性软件促进个人知识管理。 相似文献
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教学目标是指学习主体在具体教学活动中所要达到的预期学习结果。教学目标是教学过程设计、教学实施和评价的重要依据,在学科教学中占据重要的地位,具有不可替代的作用。在设计教学目标时,不仅要从不同的纬度上细化目标（如设计知识与技能、过程与方法、情感态度与价值观三维目标,或从知识与技能、数学思考、解决问题、情感与态度四个方面将三维目标具体化）,而且还应保证所设计的目标科学、合理、具体、恰当、可操作、易检验。 相似文献
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知识目标是小学数学教学的首位目标,数学知识目标能否达成影响着技能、解决实际问题等目标的实现。从教学实际看,以知识目标为主要教学任务的课堂,其练习的设计出现了与知识目标不够相称的情况,即设计以习题为主要的练习内容。例如平行四边形的面积的第一课的教学,更多的课 相似文献
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现代认知心理学研究表明,知识有不同的类型,不同类型的知识有不同的学习过程和条件,教师在进行教学设计时,要对知识的类型加以鉴定,明确所授课内容属于哪种类型的知识,才能据此进行合理的教学设计.本文根据布卢姆的新认知目标分类,将物理知识分为事实知识、概念知识、程序性知识和元认知知识四大类,讨论了四类知识的特点,在此基础上对物理教学设计作了一些探讨,以期提高教与学的有效性. 相似文献
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以知识建构与能力生成为导向的教学设计理论中认知目标分类框架的研究 总被引：6，自引：0，他引：6
促进学习者知识建构与能力生成是教学设计理论研究的主要内容 ,本文对其中的认知目标分类理论框架进行了探讨 ,内容包括 :知识建构与能力生成导向的教学设计的认知目标分类理论框架中的维度划分及其依据、知识与技能两个维度所包含的内容、认知目标分类理论框架对以知识建构与能力生成为导向的教学设计理论的意义。 相似文献
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王彦飞 《徐特立研究(长沙师范专科学校学报)》2010,(2):33-36
教师是知识型社会中极为典型的知识工作者,担任着知识的传递、创造与学习的重要角色。教师共同体是教师专业发展的有效组织形式,必须以知识管理为着眼点,从组织和个人两个纬度来实现其构建与发展。 相似文献
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朱英 《新语文学习(教师版.中学专辑)》2007,(1)
《新课程标准》确立了“知识与技能”“过程与方法”“情感态度与价值观”这三个纬度的目标。根据新课程标准的要求,在语文阅读教学设计中根据所教内容的特点,既要注重学生的语言知识和语言技能的培养,又要注重学生的学习策略、情感、态度意志和价值观等因素的形成,实现语文阅读中的三维目标的整合。 相似文献
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设计习题的目的，是为了让学生通过对习题的锵决，充分调动已有知识经验，加深对即将学习或已经学习知识的理解，在已有知识经验的基础上形成新的知识经验。合理的习题设计，不仪能够训练学生解决问题的能力，而且能够帮助学生建构知识框架，起到强化作用。从心理学的角度看，习题的设计与学生解决问题的能力是紧密联系的，设计习题时，既要考虑到学生的认知结构、实际的知识水平、思维水平及可能使用的解决策略，又要考虑到习题设计应该达到的目标，只有这样，习题设计才是科学合理有效的。 相似文献
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Robert N. Carson 《Interchange》2004,35(1):59-79
This article proposes the use of a taxonomy to help curriculum planners distinguish between different kinds of knowledge. Nine categories are suggested: empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective, narrative, and received. Analyzing lessons into the sources of their resident knowledge helps the teacher proceed in a less dogmatic manner, distinguishing between categories of knowledge based upon where that knowledge originates. This taxonomy facilitates a meta-narrative on the nature of knowledge — how it is discovered, invented, decided upon, and so on — and the form that it takes in human experience and learning. 相似文献
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Asha K. Jitendra Amy E. Lein Jon R. Star Danielle N. Dupuis 《Educational Research and Evaluation》2013,19(8):700-716
This study explored the extent to which domain-specific knowledge predicted proportional word problem-solving performance. We tested 411 seventh-grade students on conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge, and proportional word problem solving. Multiple regression analyses indicated that all four domain-specific knowledge variables (i.e., conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge) significantly predicted proportional word problem-solving performance. Conceptual fraction and procedural proportion knowledge contributed the most unique variance (10.0 and 6.7%, respectively, of the total variance) to proportional word problem solving. Procedural fraction and conceptual proportion knowledge each also contributed significant unique variance to proportional word problem solving explaining 5.6 and 2.8%, respectively. The results support the notion that both conceptual fraction and proportion knowledge and procedural fraction and proportion knowledge play a major role in understanding individual differences in proportional word problem-solving performance to inform interventions. 相似文献
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网络教学系统中课程领域知识的有效组织是实现个性化与智能化教学的关键,文中研究了课程领域知识的知识点表示与关联,提出了用于组织课程领域知识的概念网模型,利用概念结点和概念关联将课件片断组织成相互依存关系的知识网络,为基于概念网的智能网络教学系统的设计与开发提供了基础. 相似文献
14.
周敏 《衡阳师范学院学报》2011,32(1):92-96
知识问题始终是课程的核心问题。文章在承认母语课程知识的多样性存在的前提下,关注知识的完整性,立足"学生"立场,从言语生存论的视野提出了以"知识元"统领下的母语课程事实性知识、概念性知识、方法性知识和价值性知识四种类型、四个层面整合的研究策略,以期为母语知识教育问题的研究提供一种新的可行性思路。 相似文献
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汤云荪 《成都教育学院学报》2011,(3):30-32,60
文章通过对认知心理学的知识分类学说理论阐述,并结合对中学＂信息科技＂学科教学的现状进行分析,提出了教师在＂信息科技＂学科教学实践中,要善于运用知识分类学说来解决学科教学中出现的问题的观点。特别是指出了＂信息科技＂学科的课堂教学中,教师要激发学生的学习兴趣,有效引导学生的课堂注意和学习预期。教师要努力调动学生各方面因素,促进对新知识的巩固及对知识和技能获得过程的理解。教师要在教学中不断加强变式练习,更好地使学生实现知识的转化。教师要重视学生学习方法指导,帮助学生学会学习。 相似文献
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This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt. 相似文献
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In an experiment, we studied beliefs about the structure of students' mathematical knowledge that may affect teachers' formative assessments. Using a novel approach that simulated an assessment situation, we measured the beliefs of N = 42 preservice mathematics teachers. Teachers' responses revealed that they predominantly thought of students' conceptual and procedural knowledge as being symmetrically related but not identical, which is in line with recent findings about students' knowledge. Their assessments may, thus, not be biased by incorrect beliefs. Teachers, however, did not believe conceptual and procedural knowledge to be more interrelated as a result of students' increased expertise. 相似文献
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This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N?=?40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups’ discourse from each class was audio-recorded and transcribed for content analysis. We coded the discourse to examine: (i) the use of different knowledge resource types (i.e., contextual resource, new conceptual resource, prior knowledge resource); (ii) the relationship among these knowledge resource types; and (iii) evidences of interdisciplinary thinking. Findings showed that contextual resources enhanced students’ capacity to develop new conceptual resources and to activate prior knowledge resources. Further, about 80% of students’ discourse demonstrated interdisciplinary connections of two subjects. 相似文献
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王晓云 《四川教育学院学报》2007,23(10):11-12
现代教育提倡以传授知识来培养能力,但传授知识中是否有技能成分、知识如何分类,在教学法的选择、课程设置、教材编写上均有重大意义。因此,我国迫切要求开展知识分类的研究,建立适合我国实际的知识分类学。 相似文献