Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers
Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers
复制标题
将实践中的建构主义视为困境的谈判：对教师面临的概念、教学、文化和政治挑战的分析
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
M. Windschitl
中科院分区：
文献类型：
--
作者：
M. Windschitl
课堂教师发现，实施建构主义教学比改革界承认的要困难得多。本文通过构建一个两难困境的框架来阐述建构主义教学经验的概念层面、教学层面、文化层面和政治层面，对建构主义在实践中的理论进行了分析。在这种背景下，“实践中的建构主义”是一个概念，它存在于教育企业中的利益相关者之间出现的含糊、紧张和妥协中，因为建构主义被用作教学的基础。除了为研究人员提供一个独特的理论视角，该框架还为教师提供了一个启发式的框架，提供了一些关键问题，允许他们询问自己的信念，质疑制度惯例，并更深入地了解影响他们课堂实践的力量
Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, “constructivism in practice” is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice