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试论“做中学”科学教育的文化境脉与学生身份 被引量：16

Cultural Context and Student Identity through some kind of Science Education: Learning by Doing
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摘要 “做中学”科学教育以建构主义为价值取向,力图创建以情境理论为基础的文化境脉,建构与文化境脉相联系的、互动的、体现参与的学生身份,并探讨由传统学校教育向实习场和实践共同体转化中如何确立学生身份等问题。 The science education of learning by doing tries to build cultural context based the values of constructivism and the theory of situation, constructing the student identities related to cultural context, inter-action and participation. It also discusses how to establish the student identities in the process of transformation from traditional school education to practice fields and communities of practice.
作者 秦旭芳 庞丽娟
机构地区 北京师范大学教育学院
出处 《比较教育研究》 CSSCI 北大核心 2005年第5期43-48,共6页 International and Comparative Education
关键词 “做中学” 科学教育 文化境脉 学生身份 learning by doing science education cultural context student identity
分类号 G42 [文化科学—课程与教学论]
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参考文献14

  • 1Lave, J. (1988). Cognition in Practice. Cambridge,England: Cambridge University Press. pp81.
  • 2Lave, J. (1991). Situated Learning in Communities of Practice. In L. B. Resnick, J. M. Levine, & S. D.Teasley (Eds), Perspectives on Socially Shared Cognition (pp. 63-82). Washington, DC: American Psychological Association.
  • 3Greeno, J.G. (1998). The Situativity of Knowing, Learning,Learning, and Research. American Psychologist, 53 ( 1 ),5 -26.
  • 4Resnick, L. B. (1987). Learning in School and Out. Education Researcher, 16, 13 -20.
  • 5Lave, J. (1988). Cognition in Practice: Mind, Mathe Matics,and Culture in Everyday Life. Cambridge, England: Cambridge University Press. pp50.
  • 6Lave, J. (1993). Situated Learning in Communities of Practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds), Perspectives on Socially Shared Congnition(pp. 17 -36). Washington, DC: American Psychological Association;Michael, M. (1996). Constructing Identities. Thousand Oaks, CA: Sage. pp51.
  • 7Senge, P. ( 1994 ) .The Fifth Discipline fieldbook: Strategies and Tools for Building a Learning Organization. New York:Doubleday. pp52.
  • 8Barab, S. A. ( 1999 ). Ecologizing Instruction through Integrated Units. Middle School Journal, 30, 21 -28.
  • 9Bereiter, C. (1994). Implications of Postmodernism for Science, or Science as Progressive Discourse. Educational Psychologist, 29, 3 - 12.
  • 10Wenger, E . (1998). Communities of Practice:Learning, Meaning, and Identity. Cambridge, MA: Cambridge University Press. pp52.

同被引文献92

引证文献16

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比较教育研究
2005年 第5期

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