| 实践共同体理论的三要素对课堂建设的理论意义 |
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| 引用本文： | 周楠.实践共同体理论的三要素对课堂建设的理论意义[J].现代教育技术,2011,21(2):86-89. |
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| 作者姓名： | 周楠 |
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| 作者单位： | 沈阳师范大学,辽宁沈阳,110034 |
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| 基金项目： | 2010年全国教育科学规划专项课题(教育部重点课题)资助;课题编号GPA105016 |
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| 摘 要： | 在课堂中,学生学习的过程实际是课堂这个实践共同体中所有成员知识构建和意义协商的过程,学校、教师和学生需要清楚的知道如何相互介入到对方的活动中,清楚地理解共同的事业,以及充分分享共享的技艺库,缺少三要素中的任何一项都将导致学生课堂学习的失败。
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| 关 键 词： | 课堂建设 实践共同体理论三要素 协商 |
The Significance of the Three Dimensions of the Community of Practice Theory to Class Construction |
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| Zhou Nan.The Significance of the Three Dimensions of the Community of Practice Theory to Class Construction[J].Modern Educational Technology,2011,21(2):86-89. |
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| Authors: | Zhou Nan |
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| Institution: | Zhou Nan(Foreign Language Department,Shenyang Normal University,Shenyang,Liaoning 110034,China) |
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| Abstract: | In classroom setting,learning is a social process in which knowledge is co-constructed and learners' practices are negotiated by the members of the community.The authority,teachers and students should be fully aware of how to mutually engage in activities,how to completely understand the joint enterprise and how to get access to the shared repertoire.The lack of any of the three dimensions may lead to the failure of learners' classroom learning. |
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| Keywords: | class construction three dimensions of the community of practice theory negotiation |
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