高等教育中成果为本教育模式的反思与重构
发布时间：2019-05-15 10:29
【摘要】：成果为本教育源自20世纪50年代在美国逐渐兴起的素养本位教育、精熟学习及目标理论。从20世纪90年代开始,成果为本教育进入高等教育领域。比格斯在其基础上提出了一致性建构的理论框架:一面突出学生主动学习过程中的建构性,另一面则强调预期学习成果、教与学过程以及评估任务的一致性。然而,建构性与一致性的知识论观点分别建立在理性主义与实用主义基础之上,内涵各有不同,由此而形成的学习观也存在明显的区别。所以,成果为本教育模式在高教领域的进一步发展,需要整合两种哲学知识论的观点,以预期学习成果为参照,通过反向思维和整合思维训练来提升学生的创新能力。
[Abstract]:Result-oriented education originates from literacy-based education, proficient learning and goal theory, which gradually emerged in the United States in 1950 s. Since 1990 s, result-based education has entered the field of higher education. On the basis of this, Bigas puts forward the theoretical framework of consistency construction: on the one hand, it highlights the constructiveness in the process of students' active learning, on the other hand, it emphasizes the consistency of expected learning results, teaching and learning processes and evaluation tasks. However, the views of constructiveness and consistency of epistemology are based on rationalism and pragmatism respectively, and their connotations are different, and there are also obvious differences in the view of learning formed therefrom. Therefore, for the further development of the result-oriented education model in the field of higher education, it is necessary to integrate the two philosophical epistemology viewpoints, take the expected learning results as the reference, and improve the students' innovative ability through reverse thinking and integrated thinking training.
【作者单位】： 澳门理工学院;
【基金】：澳门理工学院研究项目(RP/OTHER-01/2016)
【分类号】：G642
本文编号：2477433
[Abstract]:Result-oriented education originates from literacy-based education, proficient learning and goal theory, which gradually emerged in the United States in 1950 s. Since 1990 s, result-based education has entered the field of higher education. On the basis of this, Bigas puts forward the theoretical framework of consistency construction: on the one hand, it highlights the constructiveness in the process of students' active learning, on the other hand, it emphasizes the consistency of expected learning results, teaching and learning processes and evaluation tasks. However, the views of constructiveness and consistency of epistemology are based on rationalism and pragmatism respectively, and their connotations are different, and there are also obvious differences in the view of learning formed therefrom. Therefore, for the further development of the result-oriented education model in the field of higher education, it is necessary to integrate the two philosophical epistemology viewpoints, take the expected learning results as the reference, and improve the students' innovative ability through reverse thinking and integrated thinking training.
【作者单位】： 澳门理工学院;
【基金】：澳门理工学院研究项目(RP/OTHER-01/2016)
【分类号】：G642
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