学习者身份建构:课堂教学的使命
The Construction of Learner’s Identity:Classroom Teaching’s Purpose
  
DOI:
中文关键词:  学习者身份;自主建构;社会建构;教育价值;教学策略
英文关键词:learner’s identity, self-determined construction, social construction education value,teaching strategy
基金项目:本文系中国高等教育学会“十三五”规划项目“‘课堂学习共同体’:提升大学教学质量的一种实践模式研究”(项目编号:2013JSJG256);江苏省高等教育教改研究课题“应用技术型高校学生学习共同体构建与创新团队形成机制研究——以计算机科学与技术专业为例”(项目编号:2015JSJG511)的研究成果。
作者单位
王作亮 中国矿业大学 
摘要点击次数: 72
全文下载次数: 164
中文摘要:
      建构“学习者身份”,亦即让每位学生都能真正参与到学习之中,是当代课堂教学改革的普遍价值诉求。“学习者身份”是学生个体身份与社会文化身份的综合标签,学生“学习者身份”的建构是自主建构与社会形塑的张力。建设学习共同体是促进学生“学习者身份”建构的有效教学策略,建设学习共同体应为学生全身心投入的体验式学习、学习者身份形成中的批判与反思创造条件,并创设有利于学习者身份形成的对话交流平台与教学情境。
英文摘要:
      Constructing “learner’s identity” means every student who can really participate into learning. It is the common value appeal of contemporary classroom teaching reform. “Learner’ identity” is the comprehensive tag of students’self-identity and social culture identity, and the construction of “learner’ identity” is the tension of students’self-determined construction and social shaping. It is an effective teaching strategy to promote the construction of student “learning identity”by constructing learning community. Constructing learning community should be a kind of experiential learning that students can be immersed in, creates conditions to criticism and introspection of forming learner’ identity, creates a platform for dialogue and conversation which is benefit for forming learner’ identity as well.
查看全文  查看/发表评论  下载PDF阅读器
关闭