| 有意义接受学习理论下开发学生已有知识资源初探——兼以高中思政课为例 |
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| 引用本文： | 宋立军,贺娜. 有意义接受学习理论下开发学生已有知识资源初探——兼以高中思政课为例[J]. 教育与教学研究, 2012, 0(6): 99-102 |
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| 作者姓名： | 宋立军 贺娜 |
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| 作者单位： | 广西师范大学政治与行政学院 |
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| 基金项目： | 广西教育科学“十一五”规划重点课题“基于新课标下的广西高中思想政治教学资源的开发与应用研究”(编号:2010B155);广西师范大学基础教育课程与教学研究重点项目“民族地区高中思想政治课程资源开发的课例研究”(编号:JS2011001) |
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| 摘 要： | 学生已有的知识是课程资源开发中的重要内容,应在有意义接受学习理论下开发学生的已有知识资源。通过激活已有知识,发现已知与新知之间的包容关系、交叉关系、相邻关系、相斥关系等,整合与建构起知识间的意义联系,达到对新知意义的把握和理解,导致新旧知识意义的同化,形成知识的整体结构,同时实现课程资源的增值。
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| 关 键 词： | 学生已有知识 有意义接受学习 意义联系 |
Exploration of Developing Prior Knowledge under the Theory of Meaningful Reception Learning |
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| Song Li-jun He Na. Exploration of Developing Prior Knowledge under the Theory of Meaningful Reception Learning[J]. Journal of Chengdu University(Educational Sciences Edition), 2012, 0(6): 99-102 |
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| Authors: | Song Li-jun He Na |
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| Affiliation: | Song Li-jun He Na(Politics and Public Administration College of Guangxi Normal University,Guilin,Guangxi,541004,China) |
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| Abstract: | The prior knowledge of students is one of the important factors in developing curriculum resources,which should be explored based on the theory of meaningful reception learning.Through activating prior knowledge,teachers should find out the inclusive,intersectant,adjacent,exclusive relationship between the prior and the new knowledge;then they should integrate and construct the meaning relations between these two different knowledge.Therefore,teachers can have a better understanding of the new knowledge.The assimilation of two kinds of knowledge can be achieved.Finally integral structure can be formed to realize the rise in value in curriculum resources. |
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| Keywords: | prior knowledge meaningful reception learning meaning relation |
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