小学生课堂学习体验研究
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摘要
“现代教育十分关注学生的主体地位,把学生当作一个发展中的主体。”因此,学生的体验越来越受到人们的重视。而课堂作为学生体验的主要生发地,也因此倍受教育界的关注。我国目前对学生体验的研究主要以体验式学习为代表,但本文抛开了体验式学习的研究范式,选择了体验研究的新视角,着重关注的是小学生在课堂学习中的真实体验,这与体验式学习不同的是,前者是为了改变以往课堂学习中学生只能机械的接受知识的状况,通过教师运用各种方式创设学习氛围、情境,让学生在课堂上有大量的活动、操作、思考,给学生机会、空间去体验,甚至是给学生创设良好的体验情境,帮助学生产生积极体验,在愉快的体验中学习,是充分发挥体验的学习功能和优势的一种学习方式。而后者是为了了解学生课堂学习的真实体验,通过对学生的课堂观察和与学生直接对话交谈等方式来获取学生学习体验资料,利用概括、归纳等方式对学生课堂学习体验做一个系统的呈现,给教育以启迪。
论文分为五个部分:
第一部分:课堂学习体验的实质。主要对体验、课堂学习体验的概念进行界定,对体验式教学和课堂学习体验进行区分,阐述了体验与经验的区别,呈现课堂学习体验的本质特征和类型。有利于更好的理解和把握课堂学习体验研究。
第二部分:学习体验对教育的意义。主要阐述学生课堂学习体验的重要性。论述了学习体验对学生的意义以及学生的课堂学习体验对教育的意义。
第三部分:对小学生课堂学习体验的调查。这部分首先介绍了调查方法,呈现了小学生课堂学习的行为表现,结合访谈展示了小学生的课堂学习体验。
第四部分:归因分析。这部分主要对小学生的课堂学习体验作了归因分析。通过归因了解影响小学生课堂学习体验的原因。
第五部分:途径。强调教育应该更加关注对学生产生体验之后的引导和帮助,给学生创造再体验的环境,使学生对自己有正确的审视,从而克服问题,逐步取得成功。
“Modern education is very concerned about the dominant position of the students, and sees students as the subject in the developing process.”Therefore, the students’experiences are attracting attention increasing, and so much concerns on the class that as the taking place of students’experiences concerned by educational circles either. At present, the main research on students’experiences is represented by the experiential learning. But this paper cast aside the experience of learning paradigm, while selected a new perspective focus on the real experiences of pupils in the classroom learning. What the difference to experiential learning is that the former aims to change the situation that the students can only receive the knowledge mechanically in the classroom learning, then forth the teachers to constituent learning atmosphere and context by means so that students in the classroom can join a large number of activities, operations and thinking in what the students can enlarge their experiential opportunities and spaces. Even to constituent an excellent experiential context to insure the students have a positive experience in learning process enjoyable. While the latter aims to make clear what is the real classroom learning experience. It aims to access the learning experiences materials by means of classroom observation and make direct dialogue to the students. It aims to make a systematic presentation of the classroom learning experience by means of generalise then to raise the enhancement to education.
This paper is divided into five parts:
Part I: The essence of the classroom learning experience. This part mainly defined the concepts of experience and the classroom learning experience, and distinguish the experiential teaching and classroom learning experience. It set forth the difference between experience and experience, to demonstrate the essential features and types of the classroom learning experience, so that to conduct a better understanding and well grasp on classroom learning experience.
Part II: The significance of experiential learning on education. It mainly set forth the importance of classroom learning experience. And demonstrate the significance of learning experience on students as well as the significance of the classroom learning experience on education.
Part III: Investigation on the classroom learning experience for primary school students. Firstly, it introduced the survey methodology, with the demonstration of classroom learning behaviour of pupils, and demonstrated the classroom learning experience by interviews students.
Part IV: Attribution analysis. This part made the attribution analysis of the classroom learning experience of pupils, with the result to find out the reasons of the classroom learning experience.
Part V: Methods. It emphasized on that education should be more concerned about the guide and help to the students after they experienced, and to create the context of re-experience to the students in which the students have the right scan to themselves, thereby thay can overcoming the problem, and gradually achieve success.
论文分为五个部分:
第一部分:课堂学习体验的实质。主要对体验、课堂学习体验的概念进行界定,对体验式教学和课堂学习体验进行区分,阐述了体验与经验的区别,呈现课堂学习体验的本质特征和类型。有利于更好的理解和把握课堂学习体验研究。
第二部分:学习体验对教育的意义。主要阐述学生课堂学习体验的重要性。论述了学习体验对学生的意义以及学生的课堂学习体验对教育的意义。
第三部分:对小学生课堂学习体验的调查。这部分首先介绍了调查方法,呈现了小学生课堂学习的行为表现,结合访谈展示了小学生的课堂学习体验。
第四部分:归因分析。这部分主要对小学生的课堂学习体验作了归因分析。通过归因了解影响小学生课堂学习体验的原因。
第五部分:途径。强调教育应该更加关注对学生产生体验之后的引导和帮助,给学生创造再体验的环境,使学生对自己有正确的审视,从而克服问题,逐步取得成功。
“Modern education is very concerned about the dominant position of the students, and sees students as the subject in the developing process.”Therefore, the students’experiences are attracting attention increasing, and so much concerns on the class that as the taking place of students’experiences concerned by educational circles either. At present, the main research on students’experiences is represented by the experiential learning. But this paper cast aside the experience of learning paradigm, while selected a new perspective focus on the real experiences of pupils in the classroom learning. What the difference to experiential learning is that the former aims to change the situation that the students can only receive the knowledge mechanically in the classroom learning, then forth the teachers to constituent learning atmosphere and context by means so that students in the classroom can join a large number of activities, operations and thinking in what the students can enlarge their experiential opportunities and spaces. Even to constituent an excellent experiential context to insure the students have a positive experience in learning process enjoyable. While the latter aims to make clear what is the real classroom learning experience. It aims to access the learning experiences materials by means of classroom observation and make direct dialogue to the students. It aims to make a systematic presentation of the classroom learning experience by means of generalise then to raise the enhancement to education.
This paper is divided into five parts:
Part I: The essence of the classroom learning experience. This part mainly defined the concepts of experience and the classroom learning experience, and distinguish the experiential teaching and classroom learning experience. It set forth the difference between experience and experience, to demonstrate the essential features and types of the classroom learning experience, so that to conduct a better understanding and well grasp on classroom learning experience.
Part II: The significance of experiential learning on education. It mainly set forth the importance of classroom learning experience. And demonstrate the significance of learning experience on students as well as the significance of the classroom learning experience on education.
Part III: Investigation on the classroom learning experience for primary school students. Firstly, it introduced the survey methodology, with the demonstration of classroom learning behaviour of pupils, and demonstrated the classroom learning experience by interviews students.
Part IV: Attribution analysis. This part made the attribution analysis of the classroom learning experience of pupils, with the result to find out the reasons of the classroom learning experience.
Part V: Methods. It emphasized on that education should be more concerned about the guide and help to the students after they experienced, and to create the context of re-experience to the students in which the students have the right scan to themselves, thereby thay can overcoming the problem, and gradually achieve success.
引文
[1] 马克斯·范梅南[加]著,宋广文等译.生活体验研究——人文科学事业中的教育学[M].北京:教育科学出版社,2003,1.
[2] 袁金华著.课堂教学论[M].南京:江苏教育出版社,1995.
[3] 瓦西留克著,黄明等译.体验心理学[M].北京:中国人民大学出版社,1989.
[4] 朱小蔓著.情感教育论纲[M].南京:南京出版社,1993.
[5] 张华著.经验与课程[M].上海:上海教育出版社,2000.
[6] 李后岑著.体验哲学浅说[M].北京:商务印书馆,1938.
[7] 王一川.审美体验论[M].天津:百花文艺出版社,1992.6.
[8] 孟昭兰著.人类情绪[M].上海:上海人民出版社,1989.
[9] 施良方、崔允漷主编.教学理论:课堂教学的原理、策略与研究,[M].上海:华东师范大学出版社,1999.
[10] 裴娣娜.发展性教学论[M].沈阳:辽宁人们出版社,1998.
[11] 童庆炳. 现代心理学[M]. 北京:中国社会科学出版社, 1993. 50、51
[12] 柳谦. 论体验的教育价值[D]. 广西师范大学, 2005.
[13] 徐辉富. 教育研究的现象学视角[D].华东师范大学, 2006.
[14] 钟启泉等主编.解读中国教育[M].北京:教育科学出版社,2000.
[15] 谢维和著.教育活动的社会学分析—一种教育社会学的研究[M].北京:教育科学出版社,2000.
[16] 伍香平,李华中.论伯格森的直觉体验教育哲学观[J].湖南师范大学教育科学学报,2002(3):1.
[17] 曹石珠.论课堂教学的体验缺失及其矫正[J].教育科学,2004(1):20.
[18] 蔡伟.体验的教学功能与课堂教学体验的实施途径[J].现代中小学教育,2002(12).
[19] 陈旭远,刘冬岩.促进学生体验的教学策略[J].中国教育学刊,2004(4).
[20] 韩淑萍.体验——教育的生命[J].中国职业技术教育,2004(2).
[21] 韩淑萍.体验:教育生命维度的诠释[J].现代教育科学,2004(6).
[22] 李英. 体验:一种教育学的话语[J]. 教育理论与实践, 2001(21)
[23] 李云峰.“认知”与“体验”:世界及人生的两种把握方式[J]. 云南师范大学学报,2004,36(3):106-109.
[24]王忠杰.浅论体验是教育的功能[J].青岛大学师范学院学报,2002(12).
[25]王嘉毅,李志厚.论体验学习[J].教育理论与实践,2004(12):24.
[26]侯莉云,黄萍.体验学习初探[J].山西教育学院学报,2002(3).
[27]关尚敏.体验教育的理论与实践研究[J].现代中小学教育,2001(5).
[28]沈健.体验性:作为学生主体参与的一个重要维度[J].中国教育学刊,2001(4).
[29]牛利华.一种教育理想:教育应关注儿童的生存状态[J].教育学,2003(1).
[30]张华.体验课程论——一种整体主义的课程观[J].教育理论与实践,1999(10):26.
[31]张天宝.关于理解与教育的理论思考[J].教育研究与实验,2000(5):36.
[32]陈玉英.体验教育途径浅谈[J].安徽教育,2002(8).
[33]陈家耀.体验及其在学生主动发展中的作用[J].重庆教育学院学报,2004(1).
[34]常丽丽,刘刚喜.关注学生的体验[J].教育理论与实践,2004(5):24.
[35] Arato, A. and Eike Gebhardt. (1978 ). The essential Frankfurt School reader. New York: Urizen Book.
[36] Donald Vandenberg : Researching Lived Experience : A Review Essay, Journal Contents Ed Theory Winter 1992 Vo1. 42, No. 1
[37] Scheler, M. (1970). The nature of sympathy. Hamden, Conn. : Archon Books.
[38] Hart, R. (1979). Children’s experience of place. New York: Irvington.
[39] Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development, Prentice – Hall, En – glewood Cliffs. pp80 – 85.
[40] Burnard, P. (1988) . Experiential learning :Some theoretical Considerations, Journal of Lifelong Education, vol. 7, No. 20, pp. 127 – 133.
[41] Jarvis, P. (1995). Adult and Continuing Education: Theory and practice, London: Routledge, pp2.18.
[42]Campbell, J. (1995). Underslanding John Dewey, Chicago:Open Courl. 310 +xii pages.
[43]Dewey, J. (1929). Experience and Nature, New York Dover. 445 + xvii pages.
[44]Boud , D. and Miller, N. ( eds. ) (1997) . Working with Experience: animaling learning, London: Routledge.
[2] 袁金华著.课堂教学论[M].南京:江苏教育出版社,1995.
[3] 瓦西留克著,黄明等译.体验心理学[M].北京:中国人民大学出版社,1989.
[4] 朱小蔓著.情感教育论纲[M].南京:南京出版社,1993.
[5] 张华著.经验与课程[M].上海:上海教育出版社,2000.
[6] 李后岑著.体验哲学浅说[M].北京:商务印书馆,1938.
[7] 王一川.审美体验论[M].天津:百花文艺出版社,1992.6.
[8] 孟昭兰著.人类情绪[M].上海:上海人民出版社,1989.
[9] 施良方、崔允漷主编.教学理论:课堂教学的原理、策略与研究,[M].上海:华东师范大学出版社,1999.
[10] 裴娣娜.发展性教学论[M].沈阳:辽宁人们出版社,1998.
[11] 童庆炳. 现代心理学[M]. 北京:中国社会科学出版社, 1993. 50、51
[12] 柳谦. 论体验的教育价值[D]. 广西师范大学, 2005.
[13] 徐辉富. 教育研究的现象学视角[D].华东师范大学, 2006.
[14] 钟启泉等主编.解读中国教育[M].北京:教育科学出版社,2000.
[15] 谢维和著.教育活动的社会学分析—一种教育社会学的研究[M].北京:教育科学出版社,2000.
[16] 伍香平,李华中.论伯格森的直觉体验教育哲学观[J].湖南师范大学教育科学学报,2002(3):1.
[17] 曹石珠.论课堂教学的体验缺失及其矫正[J].教育科学,2004(1):20.
[18] 蔡伟.体验的教学功能与课堂教学体验的实施途径[J].现代中小学教育,2002(12).
[19] 陈旭远,刘冬岩.促进学生体验的教学策略[J].中国教育学刊,2004(4).
[20] 韩淑萍.体验——教育的生命[J].中国职业技术教育,2004(2).
[21] 韩淑萍.体验:教育生命维度的诠释[J].现代教育科学,2004(6).
[22] 李英. 体验:一种教育学的话语[J]. 教育理论与实践, 2001(21)
[23] 李云峰.“认知”与“体验”:世界及人生的两种把握方式[J]. 云南师范大学学报,2004,36(3):106-109.
[24]王忠杰.浅论体验是教育的功能[J].青岛大学师范学院学报,2002(12).
[25]王嘉毅,李志厚.论体验学习[J].教育理论与实践,2004(12):24.
[26]侯莉云,黄萍.体验学习初探[J].山西教育学院学报,2002(3).
[27]关尚敏.体验教育的理论与实践研究[J].现代中小学教育,2001(5).
[28]沈健.体验性:作为学生主体参与的一个重要维度[J].中国教育学刊,2001(4).
[29]牛利华.一种教育理想:教育应关注儿童的生存状态[J].教育学,2003(1).
[30]张华.体验课程论——一种整体主义的课程观[J].教育理论与实践,1999(10):26.
[31]张天宝.关于理解与教育的理论思考[J].教育研究与实验,2000(5):36.
[32]陈玉英.体验教育途径浅谈[J].安徽教育,2002(8).
[33]陈家耀.体验及其在学生主动发展中的作用[J].重庆教育学院学报,2004(1).
[34]常丽丽,刘刚喜.关注学生的体验[J].教育理论与实践,2004(5):24.
[35] Arato, A. and Eike Gebhardt. (1978 ). The essential Frankfurt School reader. New York: Urizen Book.
[36] Donald Vandenberg : Researching Lived Experience : A Review Essay, Journal Contents Ed Theory Winter 1992 Vo1. 42, No. 1
[37] Scheler, M. (1970). The nature of sympathy. Hamden, Conn. : Archon Books.
[38] Hart, R. (1979). Children’s experience of place. New York: Irvington.
[39] Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development, Prentice – Hall, En – glewood Cliffs. pp80 – 85.
[40] Burnard, P. (1988) . Experiential learning :Some theoretical Considerations, Journal of Lifelong Education, vol. 7, No. 20, pp. 127 – 133.
[41] Jarvis, P. (1995). Adult and Continuing Education: Theory and practice, London: Routledge, pp2.18.
[42]Campbell, J. (1995). Underslanding John Dewey, Chicago:Open Courl. 310 +xii pages.
[43]Dewey, J. (1929). Experience and Nature, New York Dover. 445 + xvii pages.
[44]Boud , D. and Miller, N. ( eds. ) (1997) . Working with Experience: animaling learning, London: Routledge.