摘要
学习者通过学习的实践活动,不仅获得了具体的知识、技能,也形成了自己的学习信念。这些学习信念可能是外显的,也可能是内隐的;可能是系统性的,也可能是无系统的,各种信念之间虽然是矛盾的,却是学习者学习的社会实践活动在头脑中的反映,是活动、教育和文化背景共同作用的产物,不仅受个体本身因素(如学习和活动经验、认知发展水平)的影响,而且受个体所处环境(如家庭、学校和社会文化)的影响,这些因素相互作用,共同影响了学习者对学习信念的形成和发展。
Learners construct their belief of learning based on their learning practices and experiences. The belief of learning may be implicit or explicit, and systematic or non-- systematic. It could reflect their social activities in learning process, and the outcomes of the interactions among activities, the education and cultural context. The development of learners＇ belief of learning is influenced by not only individual variables such as learning experiences and cognitive developmental level, but also environmental variables such as family, school, and social culture.
出处
《北京师范大学学报（社会科学版）》
CSSCI
北大核心
2009年第5期20-24,共5页
Journal of Beijing Normal University(Social Sciences)
基金
北京市教育科学"十一五"规划重点课题"1-9年级学生数学错误的调查研究"(ABA07014)
关键词
学习信念
学习活动
课堂教学
社会文化
belief of learning
learning activities
classroom teaching and learning
social culture
