摘要
人们对教材的教学心理学分析研究相对较少，仅有的也多囿于认知维度。奥苏贝尔在其意义学习理论框架下研究了教材的意义性及其学习条件问题，并提出了著名的处理教材内容的先行组织者策略，然其研究仍属认知维度。其实，教材也是构成教学中情感现象的一个重要源点，对其进行情感性分析研究，将有助于从情感维度系统优化教学。故本文对教材内容进行较系统的情感性分析，归纳为蕴涵显性、隐性、悟性和中性情感因素的四大类，并在教学实验的基础上，提出相应的展示、发掘、诱发和赋予情感等四条情感性处理教学内容的策略。
The researches on the analysis and handling of teaching materials from the point of view of instructional psychology are relatively few, and the existing ones are mainly limited to the cognitive dimension. David P. Ausubel studied the meaningfulness of teaching materials and their learning conditions in the framework of the meaningful learning theory, and put forward a famous strategy of advanced Organizer in handling teaching materials. But his studies were still within the cognitive dimension. In fact, teaching materials, as an important source, form an affective phenomenon in teaching activities. Affective analysis and handling of teaching materials are useful for the optimization of teaching. This paper provides a systemic analysis of the affection of the contents of teaching materials. The contents of teaching materials are classified into four types: dominant, recessive, acknowledgeable and median. Based on teaching experiments, four affective handling strategies on contents of teaching materials are accordingly put forward: displaying affection, tapping affection, cueing affection and awarding affection.
出处
《心理科学》
CSSCI
CSCD
北大核心
2000年第1期42-47,共6页
Journal of Psychological Science
基金
本文是国家教委"九五"重点课题<从情感维度系统优化中学教学的研究>的部分成果。
关键词
教学心理学
教材内容
情感性分析
教学策略
instructional psychology, contents of teaching materials, affective analysis, strategy of affective handling, teaching strategy.
