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題 名 | 情境學習理論及其在國小教育的應用=The Situated Learning Theory and Its Application to Elementary Education |
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作 者 | 王春展; | 書刊名 | 國教學報 |
卷 期 | 8 1996.11[民85.11] |
頁 次 | 頁53-71 |
分類號 | 523.33 |
關鍵詞 | 情境學習理論; 國小; 教育; |
語 文 | 中文(Chinese) |
中文摘要 | 在本文中,筆者首先指出國小教育的重要性,並提出目前國小教育的弊病與問題,解決之道之一便是進行觀念革新與教育改革,而近年來學界所倡導的情境學習理論頗值得臺灣教育界的省思與應用。 情境學習理論認為學習需要融入實際社會文化與脈絡情境中,方能建構出有意義的知識。其要點為:強調學習情境的重要性、重視主動探索操作與經驗學習、強調學習活動的真實純正性、重視學習互動參與和分享、重視學習者從邊緣參與到核心參與的涵化學習過程、以及提倡認知學徒制的教學模式等。 情境學習理論相當具有啟發性與優點,值得國小教育界來參考應用,應用的方向可為:設計真實化的學習情境與課程、採用認知學徒制教學、進行鷹架協助式教學、重視合作學習與分組教學式教學、以及運用情境式電腦模擬互動多媒體輔助教學等,可供學校教師適時參考應用,如能加以實踐相信對於國小教育將有相當貢獻與助益。 |
英文摘要 | It is obvious that there are many problems and disadvantages in the elementary education in Taiwan. The situated learning theory seems a promising way or principle to solve these problems above. Main points of the situated learning theory are as follows: emphasizing the importance of the context of learning; emphasizing the students' active exploring and experiencing; emphasizing the authentic learning activities; emphasizing the interaction, participation, and sharing of learning activities; emphasizing the enculturation process and emphasizing the learning model of the cognitive apprentice. The situated learning theory provides the elementary education a useful framework for application. The author suggests some ways to apply the situated learning theory in the elementary education practice, such as: designing authentic learning activities and curricula; adopting the learning model of the cognitive appentice; teaching with scaffolding and coaching; emphasizing the cooperative or collaborative learning activities; and employing the situatedlearning-based multiple computer program teaching and learning. The situated learning theory will contribute a lot to the elementary education if its main points are practiced. |
本系統中英文摘要資訊取自各篇刊載內容。