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根据广义知识学习三阶段(习得、巩固和转化、迁移和运用)模型[1],无论是陈述性知识还是程序性知识都必须经历习得阶段,在这一阶段,被学生感知的新信息与学生认知结构中相关知识发生相互作用,新知识获得心理意义.美国著名教育心理学家奥苏伯尔(D.P.Amusable)提出的有意义学习理论、认知结构变量理论及先行组织者(Advance Organizer)教学策略等认知理论为知识习得的讲解式教学
According to the three-stage model of generalized knowledge learning (acquisition, consolidation and conversion, transfer and utilization) [1], both the declarative knowledge and the procedural knowledge must go through the acquisition phase, during which new information perceived by the students Interaction with relevant knowledge in the cognitive structure of students and new knowledge obtain psychological significance.Positive learning theory proposed by the famous American educational psychologist AusAbless, theory of cognitive structure variables and advance organizer Organizer) teaching strategies and other cognitive theory for the acquisition of knowledge-based teaching