摘要
在教学心理学领域中，人们往往习惯于从认知维度探索教材的优化处理策略，缺乏情感维度上的相应研究。奥苏贝尔虽提出意义学习的两个内在先决条件：一是学习者有同化新材料的认知结构；二是学习者有意义学习的心向．但他本人也仅从影响学生认知结构的角度，提出教材的认知处理策略──先行组织者策略．而未从影响学生心向的角度．提出教材的情感处理策略。鉴此，本文从情感维度上提出教材处理的心理匹配策略．以冀与认知策略一起共同优化处理教材、呈现教学内容环节，并阐明心理匹配策略的内涵、机制、作用和种类。
In the domain of instructional psychology, people are used to exploring the strategiesof presenting teaching materials in the cognitive dimension, hilt seldom make relevant researches in the affective dimension. David P.Ausubel put forward two prerequisitesformeaningful learning: 1) a learner musthave a cognitive structure for assimilating newmaterials; 2) a learner must cherish a desirefor meaningful learning. However, he himselfonly put forward the cognitive strategy of pre- senting teaching materials - the strategy ofadvance organizer, but failed to put forwardan affective strategy of presenting teachingmaterials. In view of this, the author of thepresent thesis put forward a mental matingstrategy of presenting teaching materials inthe affective dimension in order to optimizethe presentation of teaching materials togetherwith cognitive strategies, and clarified the innotation, mechanism, function and types ofthe psychological mating strategy.
出处
《心理科学》
CSSCI
CSCD
北大核心
1998年第6期506-510,共5页
Journal of Psychological Science
关键词
教学心理学
情感维度
教材处理
心理匹配策略
instructional psychology, affective dimension, teachingmaterial presentation, mental mating strategy, cognitive mating, formalmating.
