摘要
三维目标本质上是一种整体的、广义的知识观，它整合了知识的三大属性：客观性、过程性和动力性。三维目标的知识加工就是知识网络在情感动机系统和元认知调控下不同类型知识的整合、区分和建构过程。根据三维目标的知识加工规律，情境化与去情境化交替教学、认知学徒制教学、知识的深加工、构建“知识蓝图”、知识呈现的逻辑设计、满足学生需要等教学策略有助于三维目标的实现。
The nature of three-dimensional objectives is a whole and generalized knowledge concept, which integrates the three major attributes of knowledge： objectivity, process and dynamic. The knowledge processing of three-dimensional objectives is the knowledge network integrating , distinguishing and constructing of different types knowledge under the control of emotional motivation system and meta-cognition. According to the regularity of the knowledge processing of three- dimensional obieetives, some teaching strategies are beneficial to implement three-dimensional teaching objectives, which include the alternation of contextual teaching and and de-contextual teaching, cognitive apprenticeship teaching, the deep processing of knowledge, the constructing of knowledge blueprint, the representation and logic design of knowledge and meeting students＇ needs
出处
《课程．教材．教法》
CSSCI
北大核心
2010年第4期22-28,共7页
Curriculum，Teaching Material and Method
基金
西南大学博士基金项目成果之一
关键词
三维目标
知识加工
教学策略
three-dimensional objectives
knowledge proeessing
teaching strategies
