情境认知与学习理论研究述评
王文静
摘要(Abstract)：
情境认知与学习研究走过了它的早期研究、理论体系初步形成阶段,正一步步走向发展与丰富,教育心理学与人类学对情境认知与学习内容的广泛、深入研究,充分展示了这一理论研究的教育、教学魅力与实践生机,并预示了其研究的未来发展前景。
关键词(KeyWords)：
基金项目(Foundation):
作者(Author): 王文静
参考文献(References)：
- [1] Edited by David H. Jonassen & Susan M. Land (2000), Learning Environment .Laurence Erlbaum Associate, p. 28
- [2] See: Marcy P. Driscoll (2000). Psychology of Learning for Instruction. A Pearson Education Company. Chapter 5 Situated Cognition.
- [3] See: Robert A. Wilson & Frank C. Keil (1999). The MIT Encyclopedia of the Cognitive Science. Massachusetts Institute of Technology, pp. 767-769
- [4]同[1]p.65.
- [5] Norman,D. A. (1993). Cognition in the Head and in the Word; An Introduction to the Special Issue on Situated Action.Cognitive Science,17(1)p.4
- [6] Clancey, W.J. (1995). A tutorial on Situated Learning. (From internet)
- [7]同[3]pp.767-768。
- [8]同[1]p25.
- [9] Jean Lave & Etienne Wenger (1991). Situated Learning: Legitimate Peripheral Participation . Cambridge University Press, p. 98
- [10] Wenger,E. (1998). Communities of Practice:Learning, Mearning and Identity. Cambridge University Press.