| 概念同化、改变和迁移在教学中的应用 |
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| 引用本文： | 张理.概念同化、改变和迁移在教学中的应用[J].教学研究(河北),2010(5):17-20. |
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| 作者姓名： | 张理 |
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| 作者单位： | 云南大学数学与统计学院,云南昆明650091 |
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| 基金项目： | 云南大学校级教改项目（编号：JXYJ2006-27） |
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| 摘 要： | 学习是对现有知识结构的丰富和重构。丰富是现有知识对新知识的同化过程，重构则是概念改变，表现为理论的修正和改变。上述学习理论运用于教学中的一个重要方面就是设计和组织学习材料。学习材料具有多种形式，包含着与学习者固着观念相联系的同化点，能引发学习者的认知冲突，或显示新知识的特性导致概念改变，并且能提供新的情景便于学习者的知识迁移。因此综合设计和组织学习材料是促进学习者对知识进行有意义建构，提高其学习能力的关键。
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| 关 键 词： | 概念同化 概念改变 知识迁移 学习材料 |
Application of conceptual assimilation, change and transference in teaching |
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| ZHANG Li.Application of conceptual assimilation, change and transference in teaching[J].Research in Teaching,2010(5):17-20. |
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| Authors: | ZHANG Li |
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| Institution: | ZHANG Li (School of Mathematics and Statistics, Yunnan University, Kunming Yunnan 650091, China) |
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| Abstract: | Leaning is enrichment and restructuring process of learner＇ prior knowledge. Enrichment is a process that learners＇ prior knowledge assimilate the new conceptualization. Restructuring is a process that.learner change his existing knowledge struc- tures. Conceptual change often takes the form of theory change. To design and organize learning materials is an important application of the leaning theory in teaching. Learning materials with a variety of forms and functions. It maybe include such ideas which in association with the leaner＇s anchoring ideas, it can lead to cognitive conflict in leaning, or display the characteristics of new knowl- edge so make a conceptual change. Learning materials should be able to provide new situation for transfer of learning. So designing and organizing learning materials comprehensively make a key effect in teaching. For example, to promote learner building his knowledge system, to enhance learner＇s incapable of learning. |
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| Keywords: | conceptual assimilation conceptual change transfer of learning learning materials |
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