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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。
Abstract：[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.
基本信息:
中图分类号:G424
引用信息:
[1]王文静.情境认知与学习理论研究述评[J].全球教育展望,2002(01):51-55.
2002-01-30
2002-01-30