建構主義課堂環境研究:課程評價與課堂教學改進的有效工具

丁銳, 張爽, 馬雲鵬

Research output: Contribution to journalArticle

Abstract

課堂環境研究起源於20世紀20年代,近四十年課堂環境研究取得了很大的進展。隨著建構主義理論的興起和以建構主義為主要理論基礎的課程改革的開展,建構主義課堂環境逐漸成為課堂環境領域的一個研究熱點。建構主義課堂環境研究的主要方向包括評價課程改革效果、探究建構主義課堂環境與學生學業表現的關系、分析教師信念對建構主義課堂環境的影響等。這些研究表明,建構主義課堂環境量表是有效的過程性課程評價工具,建構主義課堂環境研究可以促進課堂教學的改革,並能識別課堂中的另類成員。
Stemmed from the 1920s, the study of classroom environment has had great development during the last 40 years. With the rising of the theory of constructivism and spread of curriculum reform based on it, constructivist classroom environment research has become a hot issue. Major research issues in this field include evaluating the curriculum reform, exploring the relationship between constructivist learning environment and students’ learning performance, and how teachers’ belief affecting constructivist classroom environment, etc.. These studies have shown that the Constructivist Learning Environment Survey(CLES) is an effective tool for the processive curriculum evaluation, constructivist classroom environment research could promote curriculum reform, and help to identify the special students in the classroom. Copyright © 2013 東北師範大學.
Original languageChinese
Pages (from-to)94-102
Journal外國教育研究
Volume2013
Issue number8
Publication statusPublished - 2013

Citation

丁銳、張爽和馬雲鵬(2013):建構主義課堂環境研究:課程評價與課堂教學改進的有效工具,《外國教育研究》,2013(8),頁94-102。

Keywords

  • 課堂環境
  • 建構主義課堂環境
  • CLES
  • 課程改革
  • 過程性評價工具
  • Classroom environment
  • Constructivist classroom environment
  • The Constructivist Learning Environment Survey
  • Curriculum reform
  • Processive evaluation tool
  • Alt. title: The constructivist classroom leaning environment studies: Effective tools for evaluation and classroom teaching improvement