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題名 | 從情境認知看幼兒教育 |
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作者 | 幸曼玲; | 書刊名 | 初等教育學刊 |
卷期 | 3 1994.12[民83.12] |
頁次 | 頁165-188 |
分類號 | 523.2 |
關鍵詞 | 幼兒教育; 情境認知; |
語文 | 中文(Chinese) |
中文摘要 | 本文從知識論及心理學的觀點說明「情境認知」意義以及對學習的重要性。以知識論的觀點來看,知識其實是根植於情境當中的,個體必須與環境互動的過程才能掌握知識,並能有效的運用知識。而且知識是生活中的一種工具,個體在有意義的情境中才能有效的使用所學得的知識。因此,在教學的情境中,教學者應讓個體(1)在情境中從事有目標性的活動;(2)在情境中引導個體積極的參與。此外,在實際的教學運用上,教師可經由:(a) 共通事件;(b) 戲劇活動:(c) 戶外交學;(d) 圖書教學等方式來達到個體由情境中學習的目標。 |
英文摘要 | The concept of 'situated cognition' is important to children's learning. The article illustrated the meaning of the concept and its importance to learning. At the end of the article, the implications of education were also discussed. From the epistimological point of view, 'knowledge' is situated in the con-text of organisms. On the one hand, individuals have to interact with the en-vironment to have the knowledge. On the other hand, knowledge is a tool from the point of view of the individual. The individual has to be in a meaningful situation in order to use the knowledge. Therefore, under an instructional condiition, the instructor should (1) let individual be aware of the learning goals in a learning situation, (2) direct individual to participate in the learning situation. The concept of 'situated cognition' can also be used in early child-hood education in different ways. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。