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在日常的教学活动中,针对同一个问题我们经常会听到孩子们各种不同的回答。孩子们的丰富多彩的回答在让我们惊讶的同时,也引发了我们的进一步思考。社会建构主义学习理论告诉我们:儿童的知识是在同化和顺应的基础上通过社会协商建构起来的。如果儿童的知识是建构的结果,那么这种建构的过程是怎样的?在知识的建构过程中,儿童原有的认知结构发生了怎样的变化?在儿童对知识的建构过程中,同伴贡献了什么,教师贡献了什么,教育贡献了什么,环境又贡献了什么?一句话,儿童的知识建构受到哪些因素的制约?
In the daily teaching activities, we often hear different answers to the same question. The rich and colorful children’s answers surprised us at the same time, it also triggered our further thinking. Social constructivist learning theory tells us that children’s knowledge is constructed through social consultation on the basis of assimilation and adaptation. If the children’s knowledge is the result of the construction, what is the process of construction? In the construction of knowledge, the child’s original cognitive structure of what happened? In the process of children’s knowledge construction, peer contribution What did the teachers contribute, what did education contribute, and what did the environment contribute? In a word, what factors restrict children’s knowledge construction?