在大学物理中创设有意义的学习经历

The Creation of Meaningful Learning Experiences for Students in College Physics Class

从奥苏贝尔时期的认知主义到现当代的建构主义和人本主义,再到美国学者L·迪·芬克所倡导的有意义的学习经历,有意义学习理论已经日趋成熟。可以通过核心知识掌握、学以致用目标、触类旁通目标、人性维度目标、人文关怀目标、学会学习目标等六个维度,在大学物理教学中通过优化教学设计,为学生创造有意义的学习经历,培养学生学习的积极性并拓展学习的深度和广度。

Through the development from Ausubel＇ s Cognitivism to contemporary Constructivism and Humanism, further to Meaningful learning experiences proposed by L. D. Fink, the Meaningful learning theory has become more and more mature and complete. According to the theory, we can create meaningful learning experiences for college students by the optimized teaching design on the basis of six dimensions, like learning, using, analogy, humanity, concern and self - learning. As a result, students＇ enthusiasm for learning can be improved, the learning＇ s depth and breadth are broadened.