摘要
如何促进儿童智能及心理品质的发展,是心理科学尤其是发展与教育心理学关注的一个重要理论问题,情境教学正是试图通过教学实践来解决这个问题。情境教学的出现,冲击了传统的"填鸭式"教学,让学生在情景交融中获得发展,随着素质教育的深入人心,情境教学获得了教育学界和心理学界的广泛认可,越来越多的处于教学第一线的教师成为情境教学的实践者。因此,从心理学的视角认识或者解释情境教学,无论是对心理学中关于儿童智能及心理品质理论的阐述,还是对更充分地认识情境教学理论及李吉林教育思想,都有重要的意义。
How to promote the development of children＇s intelligence and psychological quality is an important theoretical issue concerned by psychological science especially psychology of development and education. The affective teaching is just to try to solve this issue through teaching practice. The emerging of affective teaching attacks the traditional forced-feeding method of teaching, making students gain development in perfect harmony of emotion and situation. With the quality-oriented education striking root in the hearts of the people, affective teaching is getting widely received in the theoretical circle of education and psychology. More and more forefront teachers are practising affective teaching. Therefore, it is of great significance to understand or explain affective teaching from the view of psychology for either the elaboration on the children＇s intelligence and psychological quality in psychology, or the better understanding of affective teaching theory and the educational thoughts of Li Jilin.
出处
《教育研究》
CSSCI
北大核心
2007年第2期72-76,82,共6页
Educational Research
关键词
心理学
情境教学
建构主义
社会认知
psychology, affective teaching, constructivism, social cognition
