论基于红色资源的学习行为

发布时间：2018-04-25 18:48

本文选题：红色资源 + 红色文化　；参考：《井冈山大学学报(社会科学版)》2016年04期

【摘要】：基于红色资源的学习行为,指的是直接以红色资源作为内容或对象的学习行为。影响这种学习行为的主要因素有教师的教导行为、学习内容的教育特质、学习内容的载体特征以及教学组织形式等。红色资源是具有独特教育性质和多样化表现形态的教育教学资源,基于红色资源的学习行为自然也多种多样。从学习者在实际教学过程中表现出来的共同行为倾向和行为特点,基于红色资源的学习行为可以归纳为观察学习、活动学习、体验学习、反思学习四种主要类型。基于红色资源的学习过程可以划分为课前预习、课中学习、课后复习三个阶段。学生在这三个阶段的具体学习任务和需要解决的学习问题是不同的,因而其重点学习行为也是不同的。
[Abstract]:The learning behavior based on red resource refers to the learning behavior that takes red resource as content or object directly. The main factors influencing this learning behavior are teachers' teaching behavior, the educational characteristics of learning content, the carrier characteristics of learning content and the form of teaching organization, etc. Red resources are educational resources with unique educational nature and diverse forms of expression, and the learning behaviors based on red resources are naturally varied. According to the common behavior tendency and behavior characteristics of learners in the actual teaching process, the learning behavior based on red resources can be summed up into four main types: observation learning, activity learning, experiential learning and reflective learning. The learning process based on red resources can be divided into three stages: pre-class learning, after-class review. Students' specific learning tasks and learning problems to be solved in these three stages are different, so their key learning behaviors are different.
【作者单位】：井冈山大学;
【基金】：国家社会科学基金教育学一般课题“红色资源教育教学的理论建构研究”(项目编号:BAA120014) 教育部哲学社会科学研究重大攻关项目“红色文化与增强我国文化软实力研究”(项目编号:12JZD004)
【分类号】：G41

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