摘要
支架式教学法以有助于教师更好地了解学生,促进学生自主学习及激发学生的学习动力及唤醒学生的学习兴趣等优势,受到了教育工作者及教育学家越来越多关注和讨论。以高职国家级精品资源共享课《商务谈判》课程为例,基于三种学习支架视角的支架式教学法,在"最邻近发展区"内,根据学习支架在学生学习过程中所使用的时间点及作用的不同,巧妙地搭建了三种合适的学习支架(接收支架、转换支架、产品支架),以帮助学生更好地获取、记录及筛选相关的有用信息,并对各有用信息进行消化及吸收为自身知识,完美跨越"最邻近发展区",使学生对知识点的掌握和运用从一个水平提升到另一个新的更高水平,最终实现了对所学知识的意义建构,最后分享了支架式教学法在教学中的应用体会。
The scaffoldings teaching mode can help students to bridge the gap between their current abilmes and intended goals, and it is drawn much attention and discussed by more and more of both educators and educational- ists, By applying the scaffolding teaching mode from the perspective of the three types of learning scaffoldings to the instructional design of the Business Negotiation which is a national excellent resource sharing course of higher vocational education, teachers can build three types of learning scaffoldings smartly to help students ： （ 1 ） to gath- er, organize, understand, and record useful information from the learning resources; （2） to transform useful in- formation into their own knowledge and skills; （3）to produce the learning output. Therefore, the students can cross the zone of proximal development perfectly to get to a higher learning levels, and construct the meaning of learned knowledge effectively and initiatively in the end.
出处
《广东农工商职业技术学院学报》
2016年第1期34-39,共6页
Journal of Guangdong Agriculture Industry Business Polytechnic
基金
广东省高等职业技术教育研究会课题(GDGZ14Y120)
关键词
学习支架
最邻近发展区
支架式教学法
商务谈判
learning scaffolding
zone of proximal development
scaffolding teaching mode
business negotiation
