建构主义教学理论之科学性探讨

The Study of the Scientific Nature of Constructivist Instructional Theory

2006年,基尔希纳(Kirschner)等人发表论文从人的认知架构角度论证直导教学的优越性,对建构主义教学理论的合理性发起了挑战。信息时代的到来意味着学习者将面临各种非良构情境的挑战,建构主义教学方式在此担当重任。依据社会科学的重要属性,我们可以从累积性、确证度和情境性视角来探讨建构主义教学理论的科学性,并且进一步分析业界有关"先教后学"与"先学后教"、"聚焦内容"与"聚焦技能"以及"学习理论"与"教学理论"的学术论辩。实际上,提出"学教统一、扶放有度"的原则也许能够为完善建构主义理论之科学性开启新的思路。

In 2006, Kirschner, Sweller and Clark published a paper discussing the advantages of guided instruction from the perspective of cognitive architecture of human being, challenging the rationality of constructivist instructional theory. With the coming of information era, learners are facing various challenges of ill-structured situation. The constructivist instructional approaches play important role in such situation. According to the important properties of social science, we can elaborate the scientific nature of constructivist instruction from the perspective of cumulative nature, validity, and situational contexts. Further, we can also analyze the academic debates on ＂teaching first and learning later＂ vs. ＂learning first and teaching later＂, ＂content-centered＂ vs. ＂skills-centered＂, and ＂learning theory＂ vs. ＂teaching theory＂. We thus propose the principle of ＂integrating teaching and learning with proper scaffolding＂, which might be a new approach to improving the scientific nature of eonstructivist theory.