摘要
行为主义、认知主义与人本主义关于理解的认识不尽相同。巴甫洛夫与认知主义侧重于将"物"或"知识"作为理解的对象,主体已有的经验、知识与外界的"物"与"知识"发生关联,理解就会发生;而人本主义侧重于探讨人与人之间的理解,人与人之间能够做到相互尊重、移情思考、让双方均体验到平等,人与人之间的相互理解就会发生。心理学根据理解对象不同,给出不同理解类型的划分,体现了关于理解研究的广泛性。而根据理解深度不同,探讨不同的理解类型,体现了理解研究的深刻性。心理学关于理解给出的事实性或解释性的理论,对教学具有重要启导意义,但心理学给出的只是关于理解的理论性解释,并不是处方性的理论。
The explanations of behaviorism, cognitionism and humanism were not always in the same way. Pavlov and cognitionisms thought that substance or knowledge was the objective of comprehension. If the knowledge a person had was concerned with the knowledge which was in the nature, understanding would happen. While humanism gave us that we should pay more attention to the comprehension between the persons. It told us that comprehension had all kinds of types in psychology. The theory of comprehension in psychology took great effect in teaching practice, on the other hand, the theory didn't tell us how to do during our teaching practice.
出处
《天津师范大学学报（基础教育版）》
2004年第2期34-38,共5页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
全国教育科学"十五"规划课题(FBB011029)
天津市教育科学"十五规划"研究课题(PE126)。
关键词
心理学
“理解”
启示
psychology
comprehension
enlightenment
behaviorism
