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題名 | 知識類別的探析及其在教學上的應用=Investigation into the Types of Knowledge and Their Application in Instruction and Learning |
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作者姓名(中文) | 林怡呈; | 書刊名 | 教育研究 |
卷期 | 16 2008.06[民97.06] |
頁次 | 頁71-85 |
分類號 | 520.31 |
關鍵詞 | 敘述性知識; 程序性知識; 情境知識; Declarative knowledge; Procedural knowledge; Conditional knowledge; |
語文 | 中文(Chinese) |
中文摘要 | 學者對於知識的分類有不同的見解,但最常被論述的二大類為敘述性知識和程序性知識。隨著文明的進步、價值多元,社會環境瞬息萬變,另一類知識--情境知識或稱條件知識隨之獲得重視與探討。知識類別的理解是認知學習與教學的基礎,現場教師若能對知識的內涵有所認識,那麼在設計教學活動時能針對不同的學習目標所包含不同知識種類進行規劃,這樣的規劃可以讓學生記憶敘述性知識、操作程序性知識以及運用情境知識。職此,本文旨在介紹敘述性知識、程序性知識與情境知識的意涵與基本形式,並探討教師對每一類別知識的學習可以提供的教學策略。 |
英文摘要 | Scholars differ in their approach to classifying knowledge, with declarative knowledge and procedural knowledge being the most widely discussed types. However, in a constantly changing social environment, another type of knowledge-situational knowledge or conditional knowledge-has recently gained attention and sparked examination as a result of social progress and diversification. Cognitive learning and instruction are based on the comprehension of the types of knowledge. If sure what knowledge is, classroom teachers could make plans relevant to the types of knowledge included in different objectives of learning when they design instructional activities. Such plans can help students memorize declarative knowledge and procedural knowledge and enable them to use situational knowledge. By reason of the above statement, it is the main purpose of this article to describe the meanings and basic forms of declarative knowledge, procedural knowledge and situational knowledge, and to discuss the instructional strategies that can used by teachers when they teach particular types of knowledge. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。