外国教育研究

2010, v.37;No.245(11) 46-51

[打印本页] [关闭]
本期目录(Current Issue) | 过刊浏览(Past Issue) | 高级检索(Advanced Search)

教育实习的认识论分析:基于建构主义理论
An Analysis on the Epistemology of Student Teaching Practice:Based on Constructivism Theories

杨秀玉;常波;
YANG Xiuyu1,CHANG Bo2(1.Institute of International and Comparative Education,Northeast Normal University,Changchun 130024,China;2.Basic Flight Training Base,Aviation University of Air Force,Changchun 130022,China)

摘要(Abstract):

教育实习是准教师在实践情境下学习如何教学的过程。建构主义理论群中的情境学习理论、经验学习理论、格式塔学习理论、合作学习理论等可以为我们理解教育实习过程本身带来重要的认识论方面的意义和价值。不仅如此,从建构主义理论视角考察教育实习这一学习过程,也为我们进行教育实习的课程设计和选择教育实习模式提供了重要的理论依据和理论参考。
Student teaching practice is a process of student teachers' learning how to teach under the situation of practice.Among the constructivism theory group,situated learning theory,experiential learning theory,gestalt learning theory and cooperative learning theory all can provide important meaning of epistemology for our understanding the process of student teaching practice itself.What's more,the examination of student teaching practice from the perspective of constructivism theories can provide theoretical basis and reference for us to curriculum design and models choice of student teaching practice.

关键词(KeyWords): 教师;教育实习;情境学习理论;经验学习理论;格式塔学习理论;合作学习理论
teacher;student teaching practice;situated learning theory;experiential learning theory;gestalt learning theory;cooperative learning theory

Abstract:

Keywords:

基金项目(Foundation): 吉林省教育科学“十一五”规划课题《中外教师教育实习理念与制度的比较研究》(项目批准号:GH0593);; 吉林省教育厅“十一五”社会科学研究项目《中、美、英、德四国教师教育实习制度比较研究》

作者(Authors): 杨秀玉;常波;
YANG Xiuyu1,CHANG Bo2(1.Institute of International and Comparative Education,Northeast Normal University,Changchun 130024,China;2.Basic Flight Training Base,Aviation University of Air Force,Changchun 130022,China)

参考文献(References):

扩展功能
本文信息
服务与反馈
本文关键词相关文章
本文作者相关文章
中国知网
分享