| 皮亚杰建构主义动力学模型及其对素质教育的启示 |
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| 引用本文： | 程利国,林彬.皮亚杰建构主义动力学模型及其对素质教育的启示[J].福建师范大学学报(哲学社会科学版),2003(3):122-127. |
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| 作者姓名： | 程利国 林彬 |
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| 作者单位： | 1. 福建师范大学教育科学与技术学院,福建福州,350007
2. 华东师范大学心理系,上海,200062 |
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| 摘 要： | 素质教育改革可溯源于皮亚杰的建构主义学说。本对皮亚杰的双反馈环控制论模型作了具体的阐述，并据此提出了它对素质教育的三大启示：把教育定位为师生双方重要的生命活动过程；通过确立活动参照系理解师生双方的主体性地位；创造源自于自律性的人格系统。
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| 关 键 词： | 素质教育 动力模型 生命过程 主体性地位 自律性人格 |
| 文章编号： | 1000-5285(2003)03-0122-06 |
| 修稿时间： | 2003年2月13日 |
Study of Piagets Constructivism Dynamics Model on All-Round Development Education |
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| CHENG Li guo ,LIN Bin.Study of Piagets Constructivism Dynamics Model on All-Round Development Education[J].Journal of Fujian Normal University(Philosophy and Social Sciences Edtion),2003(3):122-127. |
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| Authors: | CHENG Li guo LIN Bin |
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| Institution: | CHENG Li guo 1,LIN Bin 2 |
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| Abstract: | All round development education reform would be traced back to Piaget's Constructivism Theory. The paper gives a concrete explanation to the model of Piaget's bi feedback loops control theory and puts forward three pieces of advice on all round development education. First, emphasize the important role of education and regard it as the course of life activity among teachers and students; second, understand the subject status between teachers and students on the basis of reference frame; third, create a personality system originated from self discipline. |
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| Keywords: | all-round development education dynamics model life process subject status self-discipline personality |
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