| 象意思维与“综合同构教学法” |
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| 引用本文： | 徐瑞泰.象意思维与“综合同构教学法”[J].江苏教育研究,2009(10). |
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| 作者姓名： | 徐瑞泰 |
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| 作者单位： | 南京市鼓楼区教育科学研究所; |
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| 基金项目： | 教育部“十五”规划课题“在综合性教学活动中预设并生成主题线索的实践研究”(SHB030692,主持人:徐瑞泰)的研究成果之一 |
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| 摘 要： | 轮廓意象和线索意象是介于具象和抽象之间的思维元素。从感知意象到轮廓、线索、再到抽象概念,其思维流程可概括为:具体的形象——朦胧的轮廓——关键性细节——清晰的线索——理性的抽象。象意思维是包括线索、细节、轮廓等多种意象在内的会意流程(和谐耦合、对比推理、概要显示和联想创意),在个体感受、识别、理解和创造的教学活动中,应把握象意思维的主要特征,遵循相关的教学策略,以促进学生的高效学习,培养学生的"综合同构"学习力。
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| 关 键 词： | 象意 思维 线索轮廓 综合同构 教学法 |
Image-Like Thinking and Comprehensive Constructional Approach |
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| XU Rui-tai.Image-Like Thinking and Comprehensive Constructional Approach[J].A Journal of Research in Education,2009(10). |
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| Authors: | XU Rui-tai |
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| Institution: | Gulou District Institute for Education and Research;Nanjing 210009;China |
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| Abstract: | Outline and clue images are thinking elements between concreteness and abstraction.From perception image to outline,to clue and further to abstraction,the thinking procedure can be summarized as follows:concrete image---obscure outline---key detail---clear clue---rational abstraction.Image-like thinking is a knowing process including clue,detail,outline,etc.In such teaching activities as personal feelings,differentiation,understanding and creation,image-like thinking reveals a series of effective teaching s... |
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| Keywords: | image-like thinking clue outline comprehensive construction approach |
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