期刊论文

中文

现代远程教育研究

1009-5195

2019

31

5

39-45

10.3969/j.issn.1009-5195.2019.05.005

2019年度教育部人文社会科学研究规划基金项目(19YJA880091)

本校为第一机构

对学习来说,人的不完备性主要表现为学习者本身思维与行为的局限性。不完备性问题为人类教育埋下了知行分离与主体失落的隐患。面对这种长期以来困扰不断的教育异象,西蒙·佩伯特在继承皮亚杰提出的"理解即发明"之学术观点基础上,以"创中学"的理论研究与LOGO儿童编程语言的教学实践应用对知行分离的教育问题进行了深刻探讨,主张以信息技术教学应用支持的"知行合一"突破人的不完备性带来的教育约束。时至今日,创客教育在更大范围内将创中学的思想推向了教育实践,企图在教育过程中以劳动过程的双向建构来缓解乃至最终克服知行之间的张力,扭转学习者在教育过程中的被动地位与主体失落的教育问题,进...

For learning, human incompleteness is mainly manifested in the limitations of the learner’s own thinking and behavior. The problem of incompleteness has buried such hidden dangers as the separation of knowledge and practice and the loss of subject for human education. In the face of this kind of educational vision,based on the academic viewpoint of"understanding and inventing"proposed by Piaget, Seymour Papert deeply explored the educational problem of the separation of knowledge and practice with the theoretical research of"learning by making...