| SOLO模型的建构及其对科学教育的启示 |
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| 引用本文： | 张琴美.SOLO模型的建构及其对科学教育的启示[J].培训与研究,2008,25(2):94-97. |
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| 作者姓名： | 张琴美 |
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| 作者单位： | 广西师范大学物理与电子工程学院,广西桂林541004 |
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| 摘 要： | SOLO模型是对观察到的学习结果进行分类的理论框架,包括思维方式和复杂性水平两个关键特征。在新皮亚杰理论基础上,SOLO模型将皮亚杰认识发展理论的认识主体扩展为存在差异性的学生个体,同时考虑学生学习的质变和量变,SOLO模型对于科学课程目标设置以及教学评价具有重要的启示。
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| 关 键 词： | SOLO模型 思维方式 水平 新皮亚杰理论 科学教育 |
SOLO Model and Its Implications for Science Education |
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| ZHANG Qin-mei.SOLO Model and Its Implications for Science Education[J].Training and Research-Journal of Hubei College of Education,2008,25(2):94-97. |
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| Authors: | ZHANG Qin-mei |
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| Institution: | ZHANG Qin-mei (Department of Physics, Gangxi Normal University, Guilin Guangxi 541004, China) |
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| Abstract: | SOLO model is a theory structure to classify the observed learning outcome with main features of models of thinking and levels of complexity. Based on Neo-Piagetian theories, SOLO model extends epistemology subject in Piaget theory into various students, considering changes in quality and quantity. So it is used widely in assessment and design of curriculum objectives. |
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| Keywords: | SOLO model modet of thinking levels Neo-Piagetian theory science education |
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