體驗區
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| 篇名 |
正反例在概念教学中的研究与应用
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| 並列篇名 |
Using Positive and Negative Examples in Concept Teaching
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| 作者 |
郭建鹏
、彭明辉
、杨凌燕
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| 中文摘要 |
概念教学在所有课程的教学中占据着重要的地位，是西方教育心理学界研究十分繁荣的一个领域。然而，我国概念教学在理论研究和教学实践中存在的问题由来已久，新课程以来更是出现了虚化“知识教学”、淡化“概念教学”的问题。本文通过介绍国外概念教学中关于正反例的研究，尤其是坦尼森（Tennyson）概念教学模式及马飞龙（Marton）的变易理论（Variation theory），指出基于匹配、差异和由简到难三个原则合理组织起来的正反例能够有效地帮助学生掌握概念，并建议加强正反例在我国概念教学中的研究与应用。
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| 英文摘要 |
Concept teaching is crucial in all kinds of curriculum and has flourished in the field of western educational psychology. However, in China, problems about concept teaching in terms of theory and practice exist for a long history. Particularly, the importance of knowledge and concept teaching has been overlooked since the implement of new curriculum. This article introduces studies about effectiveness of positive and negative examples in concept teaching, especially the Tennyson concept teaching model and Variation theory by Marton. The author points out that positive and negative examples designed according to principles of match, divergency, and easy-to-difficult can largely enhance students’ concept learning and proposes that research about use of positive and negative examples in concept teaching in China should be strengthened in future.
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| 頁次 |
21-28
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| 關鍵詞 |
概念教学
、正反例
、坦尼森概念教学模式
、变易理论
、Concept teaching
、Positive-negative examples
、Tennyson concept teaching model
、Variation theory
、CSSCI
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| 卷期 |
3:6
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| 日期 |
200712
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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