摘要
“认知弹性理论”是针对“结构不良知识”的习得和迁移而提出的一种学习理论。“认知弹性”是学习者应对“结构不良知识”时必备的一种灵活变通能力,提高“认知弹性”的基本途径是“知识解构”、“主题交错”和“知识的多次呈现”。认知弹性理论为教师培训提供了宝贵的启示,如教师培训要重视“由总到分”的教学设计、“师徒制教学方法”、“随机通达教学”和教师间的合作学习等等。
The cognitive flexibility theory is a learning theory dealing with the learning and＇ transfemng of illstructured knowledge. Cognitive flexibility is the required ability for mastering ill-structured knowledge. Knowledge deconstruction, thematic crisscrossing and the repeated demonstration of knowledge are the main ways to improve cognitive flexibility. The enlightenment of the cognitive flexibility to teacher training is that teacher training should emphasize the ＂whole-part＂ teaching design, apprenticeship teaching and random access teaching and collaboration learning between teachers, etc.
出处
《外国教育研究》
CSSCI
北大核心
2006年第1期63-67,共5页
Studies in Foreign Education
关键词
认知弹性
教师培训
结构不良知识
cognitive flexibility
teacher training
ill-structured knowledge
