摘要
学习化课程确立了"课程作为学习生命存在及其优化活动"的文化主体性价值理念。对学习生命而言,合作是基本存在形式,活动是基本优化形式。学习者多样合作与多样活动融合创生了体现学习生命存在整体关联的合作活动学习。合作活动学习实现条件包括内在于学习共同体的学习主体,以问题为导向的学习内容,基于活动的合作,生态化的学习环境,多元化的评估。
The learning-based curriculum has established the culture-based value of 'curriculum as the life existence of learning and its optimized activities'. To the life of learning, cooperation is the basic form of existence and activity is the basic form for optimization. The diversified and well-integrated cooperative activities among learners result in the coopera-tive-activity-based learning to reflect the existence of the life of learning. Cooperative-activity-based learning should adhere to the proper use of the resources of learning-based curriculum in the ecological learning environment for the purpose of realizing the unification of knowledge, experience, significance and value through cooperative learning activities.
出处
《教育研究》
CSSCI
北大核心
2004年第10期60-63,共4页
Educational Research
基金
本文为全国教育科学"十五"规划教育部重点课题<中小学学习化课题的理论与实验研究>(课题批准号:DHA30146)阶段性成果之一。
关键词
合作活动学习
学习化课程
课程文化
学习共同体
学习方式
learning-based curriculum, cooperative-activity-based learning, curriculum culture, learning community
