基于“接受学习理论”指导教学意义探析

Significance of Reception Learning Theory in School Teaching

"发现学习理论"与"接受学习理论"之争的焦点是哪一种理论更能有效地指导和促进学校教学活动。由于对"发现学习理论"和"接受学习理论"在认识上的"望文生义",导致一些人更倾向于接受"发现学习理论",忽视甚至误解"接受学习理论"。"接受学习理论"涵盖了知识的传承、学习方法的指导和创造能力的培养三方面。在学校场景下用接受学习理论指导教学实践,既能有效地传授知识,又能使"启发式"教学落到实处,体现"教学相长"的原则,促进教师的专业成长。在基础教育新课程改革中,"接受学习理论"对学校教学活动更具有直接的指导意义。

The focus of dispute between ＂discovery learning theory＂ and ＂reception learning theory＂ is which of them can more effectively direct and promote teaching activity at school Owing to a cognitive ＂literal interpretation＂ of the two theories, some people tend more readily to accept ＂discovery learning theory＂, neglecting and even misinterpreting ＂reception learning theory＂. In fact, however, ＂reception learning theory＂ embodies succession of knowledge, direction of learning methods and training of innovative ability. In the context of school, ＂reception learning theory＂ proves effective in directing teaching practice. It can effectively pass on knowledge, bring ＂elicitation＂ teaching to practice and realize the principle of ＂teaching and learning mutually benefiting＂ to promote development of the teacher＇ s specialty.