论建构主义学习迁移观被引量：93

On Constructive Views of Transfer of Learning

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摘要在建构主义看来 ,任何一个知识都具有一定的内涵、逻辑外延 (潜在应用范围 )和心理外延 (主观上的应用范围 ) ,知识的意义要通过知识的应用来理解。所谓学习迁移 ,实际上就是知识在新条件下的重新建构 ,这种建构同时涉及知识的意义与应用范围两个不可分割的方面 ,而知识的应用范围总是与一定的物理、内容、活动以及社会情境联系在一起的。为了促进学生在新条件下应用知识的能力 ,建构主义者提出了一些教学理论 ,强调教学时要让学生在各种实际情境中从多种角度反复应用知识。若此 ,学习迁移就变成了在新条件下对知识的进一步学习、对知识的深化理解以及对知识的心理应用范围的扩充。 According to constructivism, the meaning of knowledge is interpreted through application of knowledge; transfer of learning is actually an application of knowledge under novel conditions. Construction occurs within both the learning and application situations. Knowledge comprises its intension (which is its content) and extension (which is the range of its application). The intension of knowledge determines the potential range of application which contains some psycho-logical application in some context of use. Some constructivists advocate some instructional models in order to facilitate students to apply knowledge in different situations.

作者刘儒德

机构地区北京师范大学心理系

出处《北京师范大学学报（社会科学版）》 CSSCI 北大核心 2001年第4期106-112,共7页 Journal of Beijing Normal University(Social Sciences)

基金国家基础教育课程改革子项目"提高教师‘为迁移而教’的能力与学生发展的评价研究"支持

关键词抛锚式教学建构主义学习迁移情境性认知定义认知学徒式教学知识学习 constructivism transfer of learning situated cognition

分类号 G44 [哲学宗教—发展与教育心理学]

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