| 理解的维度之探讨 |
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| 引用本文： | 何晔,盛群力. 理解的维度之探讨[J]. 开放教育研究, 2006, 12(3): 28-34 |
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| 作者姓名： | 何晔 盛群力 |
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| 作者单位： | 浙江大学,教育学院,浙江,杭州,310028 |
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| 基金项目： | 浙江大学校科研和教改项目 |
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| 摘 要： | 促进学生的理解是教育的终极目标。UbD理论新近提出了“理解的六个维度”(即解释、释义、应用、洞察、移情和自知)。参照布卢姆认知目标新分类和马扎诺学习的维度观,我们采用领会意义、灵活应用和洞察自省三个维度,配以细化的指标,可以对UbD中的理解维度进行改造。
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| 关 键 词： | 理解 教育目标分类 学习的维度 教学设计 |
| 文章编号： | 1007-2179(2006)03-0028-07 |
| 收稿时间： | 2006-03-02 |
| 修稿时间： | 2006-03-02 |
Probing into Facets of Understanding |
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| HE Ye,SHENG Qunli. Probing into Facets of Understanding[J]. Open Education Research, 2006, 12(3): 28-34 |
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| Authors: | HE Ye SHENG Qunli |
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| Affiliation: | Educational College, Zhejiang University, Hangzhou 310028, China |
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| Abstract: | A primary goal of education is the development and deepening of learner understanding. Understanding by Design identifies six facets of understanding that is explanation, interpretation, application, perspective, empathy and self-knowledge. We use meaningful comprehending, flexible application and perceivable introspection to redefine the facets of understanding basing on new taxonomy of Bloom' s educational objectives and Dimensions of Learning. In addition, we have also subdivided each facet of understanding. |
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| Keywords: | understanding educational objectives dimensions of learning instructional design |
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