变易学习理论视角下“我的邻里关系”主题单元设计研究被引量：2

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摘要本研究选择《品德与社会》中的"我的邻里关系"这一话题,以变易学习理论为教学设计的框架,在学生的审视角度、认知层面等作为切入手段,帮助学生透视社会生活的复杂性,学会从不同角度审视人际交往中的矛盾,从多角度的思考怎样处事,学会从容、健康、愉快的生活。

作者吕立杰赵同友

机构地区东北师范大学教育科学学院

出处《上海教育科研》 CSSCI 北大核心 2008年第3期56-58,80,共4页 Journal of Shanghai Educational Research

基金教育部人文社会科学一般课题"<品德与生活><品德与社会>课程主题单元设计实施与评价研究"(05JA880010)

关键词邻里关系学习理论单元设计变易《品德与社会》社会生活教学设计人际交往

同被引文献15

1卢敏玲.“课堂学习研究”对香港教育的影响[J].开放教育研究,2005,11(3):84-89. 被引量：24
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4Marton, F., & Booth, S.Learning and awareness. [M].Mahwah, NJ: Lawrence Erlbaum, 1997.
5Booth, S., Researching Learning in Networked Learning: [R]. The Report Proceedings of the 6th International Conference on Networked Learning.2008,450-456.
6Matron, F.& Pang, N.F.On Some Necessary Conditions of Learning [J].The Journal of the Learning Sciences,2006, 15(2): 193-220.
7Ulla Runesson.What is it Possible to Learn?On Variation as a Necessary condition for Learning[J].Scandinavian Journal of Ed- ucational Research,2006,50(4) : 397-410.
8Pang, M.F.& Marton, F.Beyond "lesson study"- Comparing two ways of facilitating thgrasp of economic concepts[J].Instruc- tional Science, 2003,31 (3) : 175-194.
9Lo Mun Ling Symposium TitleLearning Study and Teachers' Professional Learning in Hong Kong(SAM04198)[R].The Paper present in AARE.
10Conference,2004.Stamouli,I.& Huggard,M.Phenomenography as a Tool for Un- derstanding Our Students [R].Intemational Symposium for Engi- neering Education,Dublin City University,Ireland,2007,181-186.

上海教育科研

2008年第3期

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