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季清华教授的ICAP学习方式分类理论在全球教育领域产生了深远影响。ICAP理论将学习活动分为交互学习、建构学习、主动学习和被动学习四种方式，在新课改的变革节点为学术界提供了有效学习的新视角，并为教育实践带来了针对性的深度学习框架。本研究通过对ICAP框架的发展历程及其在实践中的应用进行综述，揭示了其在促进学习者的深度学习，为教育者提供研究、教学设计和评估学习成果的指导，以及在线教学和教师发展等方面的实际应用现状。研究表明，ICAP框架有效提高了学生的学习效果和教育质量，为学术界提供了一个全新的学习框架，为实践者提供了有力的工具，并为推进教育改革和探索有效学习的路径作出了杰出贡献。
Abstract：The ICAP theory for classifying learning modalities, constructed by Professor Michelene T. H. Chi, has a profound global impact in the field of education. The ICAP theory categorizes learning activities into four modes: Passive, Active, Constructive and Interactive. In the new stage of curriculum reform in China, it offers the academic community a fresh perspective on effective learning and helps to construct an engaged learning framework for educational practices. Through a comprehensive review of the evolution of the ICAP framework and its applications in practical settings, this study reveals its crucial role in fostering engaged learning experiences for learners, providing educators with guidance regarding research, instructional design and learning outcome evaluations. This framework is also applicable to online instruction and educator professional development. The study shows that the ICAP framework made excellent contributions to the improvement of student outcomes and quality of education. This groundbreaking learning framework provides researchers and practitioners with powerful tools to advance educational reforms and explore pathways towards more effective learning.
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基本信息:
中图分类号:G420
引用信息:
[1]张馨元,张民选.积极学习：季清华的ICAP学习框架[J].全球教育展望,2024,53(09):30-50.
2024-09-10
2024-09-10