|本期目录/Table of Contents|

[1]龚孟伟.布鲁纳学科结构理论述评及对语文课程和教学设计之启示[J].宁波大学学报(教育科学版),2013,35(3):33-038.
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布鲁纳学科结构理论述评及对语文课程和教学设计之启示(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第35卷
期数:
2013年3期
页码:
33-038
栏目:
课程与教学论
出版日期:
2013-05-20

文章信息/Info

Title:
-
文章编号:
1008-0627(2013)03-0033-06
作者:
龚孟伟12
(1. 淮南师范学院 中文与传媒系,安徽 淮南 232001;2. 南京师范大学 教育学博士后流动站,江苏 南京 210097)
Author(s):
-
关键词:
布鲁纳结构主义理论语文课程设计语文教学设计
Keywords:
Brunerstructuralism theoryChinese curriculum designChinese instructional design
分类号:
G424.2
DOI:
-
文献标志码:
A
摘要:
布鲁纳的学科结构理论主张编制螺旋式课程,倡导结构教学、早期教学和发现教学法,使学生的学习符合知识获得、转换和评价规律,以生成完善的认知结构。这些观点启示我们在语文课程设计中将语文学科的基本结构置于中心,注重语文课程形态的多元选择,促进语文课程三维目标整体达成;在语文教学设计中确立难度适宜的目标,厘定结构清晰的内容,关注发现法教学模式。唯其如此,才能促进语文课程有效创生,语文课堂充满反思与创造,师生充满生命的活力。
Abstract:
Bruner’s theory of the subject structure advocates spiral curriculum, structure instruction, early teaching and discovery teaching method so that students’ learning accords with the laws of knowledge acquisition, knowledge conversion and knowledge evaluation to generate perfect cognitive structure. It suggests that the basic structure of Chinese subject be the core of the curriculum design, with focus on diversified choices of Chinese curriculum forms, to promote three-dimensional achievement of Chinese curriculum objectives. It also reveals that proper goals be set in designing Chinese instruction, well-structured teaching contents, and much-concerned mode of discovery instruction. This can promote the shape of efficient Chinese curriculum, introspective and creative Chinese class, and actively interactive teachers and students

参考文献/References:

[1].莫雷.教育心理学[M].广州:广东高等教育出版社,2002:113.
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[3].许云昭.超越差距:中美基础教育课程比较[M]. 长沙:湖南教育出版社,2006:406.
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[5].杨丹.对布鲁纳结构主义教学理论的再认识[J].现代教育科学,2008(6):88-90.
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[10].王荣生.语文科课程论基础:第二版[M].上海:上海教育出版社,2005:334.
[11].余映潮,柳咏梅.《记承天寺夜游》教学实录及评点[J].中学语文,2010(13):33-37.
[12].布鲁纳.布鲁纳教育选著[M]. 邵瑞珍,张渭城,译,北京:人民教育出版社,1989:255. Bruner’s Structuralist Theory and Design of Chinese Curriculum and Instruction
[13].GONG Meng-wei1,2
[14].(1.Chinese and Communications Dept.,Huainan Normal University, Huainan 232001,China; 2. Postdoctoral Research Station,Nanjing Normal University,Nanjing 210097,China)
[15].Abstract: Bruner’s theory of the subject structure advocates spiral curriculum, structure instruction, early teaching and discovery teaching method so that students’ learning accords with the laws of knowledge acquisition, knowledge conversion and knowledge evaluation to generate perfect cognitive structure. It suggests that the basic structure of Chinese subject be the core of the curriculum design, with focus on diversified choices of Chinese curriculum forms, to promote three-dimensional achievement of Chinese curriculum objectives. It also reveals that proper goals be set in designing Chinese instruction, well-structured teaching contents, and much-concerned mode of discovery instruction. This can promote the shape of efficient Chinese curriculum, introspective and creative Chinese class, and actively interactive teachers and students.

备注/Memo

备注/Memo:
基金项目:全国教育科学“十一五”规划教育部重点课题(DGA090195);2012年度安徽省教育厅人文社会科学专项课题(SK2012B449); 淮南师范学院教学研究项目(HSJY201131)收稿日期:2013-02-10基金项目:全国教育科学“十一五”规划教育部重点课题(DGA090195);2012年度安徽省教育厅人文社会科学专项课题(SK2012B449); 淮南师范学院教学研究项目(HSJY201131)作者简介:龚孟伟(1971-),男,安徽寿县人,副教授/博士,主要
更新日期/Last Update: 2013-05-22