为什么“少教不教”不管用——建构教学、发现教学、问题教学、体验教学与探究教学失败析因

被引：42

作者：

保罗基尔希纳 ^{[1
]}

约翰斯维勒 ^{[2
]}

理查德克拉克 ^{[3
]}

钟丽佳 ^{[4
]}

盛群力 ^{[5
]}

机构：

[1] 荷兰开放大学教育技术专长中心

[2] 新南威尔士大学教育学院

[3] 南加州大学教育学院

[4] 浙江大学教育学院

[5] 不详

来源：

开放教育研究 | 2015年 / 21卷 / 02期

关键词：

少教不教; 建构主义; 指导性教学; 显性教学; 认知架构; 认知负荷;

D O I：

10.13966/j.cnki.kfjyyj.2015.02.002

中图分类号：

G424 [教学法和教学组织];

学科分类号：

摘要：

人的认知架构特点、专家和新手的区别以及认知负荷理论都充分证实了"指导性教学"的优越性。虽然眼下信奉"少教不教法"非常盛行,乍一看还挺诱人,但它忽略了人的认知架构特点和近半个世纪以来持续的实证研究结论。研究表明,重视对学习过程提供指导比一味主张少教不教效果更好、效率更高。只有当学生具备了充分的原有经验可以进行"自我指导"时,教师指导的优势才会逐渐减弱。本文简要讨论了教学理论和设计新近研究中支持开展教学指导的各种主张。

引用

页码：16 / 29+55 +55

页数：15

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