Learning creating and using knowledge: Concept maps as facilitative tools
Learning creating and using knowledge: Concept maps as facilitative tools
复制标题
DOI：
--
复制
发表时间：
1998
期刊：
影响因子：
--
通讯作者：
J. Novak
中科院分区：
文献类型：
--
作者：
J. Novak
半个多世纪以来，我和我的学生一直在试图理解为什么有些学习者对所学习的材料有深刻而有意义的理解，而另一些学习者对所提供的信息只有肤浅的理解。通常，后一种学生在高中成绩和标准化考试中得分很高。在这两组学生中，似乎存在差异的原因是他们学习主题的方式不同。不幸的是，作为20世纪50年代明尼苏达大学的一名研究生，唯一的学习心理学教授是行为心理学，这在很大程度上试图从学习实验中去除意义，无论是通过使用动物，无意义的音节，成对的单词联想，还是其他不会“污染”实验的材料，因为leaner的概念或想法的含义几乎是特殊的。我当时认为，行为心理学与我感兴趣的人类学习本质上没有任何关联。幸运的是，我们的研究小组，奥苏贝尔的有意义学习的同化理论发表于1963年，这为我们感兴趣的工作提供了坚实的理论基础。
For more than half a century, my students and I have sought to understand why some learners acquire a deep, meaningful understanding of materials studied, whereas others have only a superficial grasp of the information presented. Often the latter kind of student had high school grades and high standardized test scores. What appeared to underlie the differences in these two groups of students was the differences in the way they approached learning of subject matter. Unfortunately, as a graduate student at the University of Minnesota in the 1950’s, the only learning psychology taught was behavioral psychology, and this largely sought to remove meaning from learning experiments, either by using animals, nonsense syllables, paired-word associations, or other material that would not “contaminate” experiments due to the almost idiosyncratic nature of leaner’s meanings of concepts or ideas. I thought then that behavioral psychology had essentially no relevance to human learning of the kind I was interested in. Fortunately for our research group, Ausubel’s assimilation theory of meaningful learning was published in 1963, and this provided a solid theoretical foundation for the work we were interested in doing.