【作者】 赵义泉；

【导师】 张向葵；

【作者基本信息】 东北师范大学 ， 教育学原理， 2005， 博士

【摘要】 超越式学习是在学习实践中概括总结出来的一种新的学习方式。本文应用现象学方法,辅之其他研究方法,从教和学两个方面揭示出超越式学习现象,并从理论和实践两个方面考察超越式学习。从教育心理学的角度,学习方式分为接受式学习和发现式学习两大类。从发现的内容和范围的角度,我们把发现式学习分为老师预设的和非老师预设的,后者我们称之为超越式学习。这样,学习方式可分两大类和三亚类,即接受式学习、发现式学习和超越式学习。超越式学习不同于接受式学习,和通常所说的发现式学习在许多方面也不尽相同。从而认定超越式学习是独立于接受式学习,包含在发现式学习中又区别于在老师预设范围内进行发现的发现式学习。超越式学习主张外在的超越和内在的超越应该统一于学习实践中。超越式学习首先表现在外在的超越上。外在的超越包括量的超越和质的超越。量的超越是对课本知识的扩展,是量的增加。这种量的超越能够帮助学生加深对给定知识理解。学生在学习给定知识过程中,能够对给定知识进行考问、质疑、批判,找出人们对其评价的问题,分析其不足,形成自己的观点,这是质的超越。量的超越是质的超越之源,只有学习的东西多,思维加工的材料丰富,才容易形成较深刻的思想。没有量的超越,质的超越就无法产生。外在的超越要能够促进学生内在的超越,即学习水平的提高、综合素质的升华。本文提出的超越式学习并不是要取代其它两种学习方式,三种学习方式既有区别又有联系。在学习过程中,不要把任何一种学习方式作为唯一的学习方式,三者应该互补。就学生获得知识来说,他既可以通过接受的方式来获得,也可以通过发现的方式来获得。当某种知识完全由教师讲述时,它是接受式学习;当某种知识在给定范围内由学生在探究的过程中获得时,它就成为发现式学习;当学生的学习超过了给定范围并产生新思想新方法时,它就是超越式学习。本文共计十章,全面阐述了超越式学习的理论架构。从国内、国外关于超越式学习的相关研究寻觅超越式学习理论渊源;从量的超越、质的超越、内在的超越对超越式学习现象进行描述;从接受式学习、发现式学习、超越式学习以及三种学习方式之间的关系对超越式学习进行全面阐释;从寻觅超越对象、深化给定知识学习、奔向超越的最高境界三个方面论述超越式学习过程;提出了超越自我、超越同学、超越成人的超越式学习目标;从当代新的知识观、教材观、智能观、学习观确立超越式学习立论基点;从动力机制、自我调节机制、创新机制三个方面论述超越式学习心理机制;从创设环境、诱导超越、展现超越、评价超越四个方面讨论如何促进学生的超越;最后,从元认知、认知、情感、意志、行为五个方面探讨如何实现超越式学习目标。更多还原

【Abstract】 Transcending-style-learning was firstly put forward in 1997.It was a sum upof learning practice. The main researching approach of it is based on phenomenonwith other approaches subordinated. The research not only reveals the phenomenonof transcending-style-learning on both sides of teaching and learning, butintends to verify the new style from theory to practice as well. Scholars hold quite different points of view on learning style for ages. Butfrom the angle of psychology, learning style can be classified into two categories.One is accepting-style-learning ; The other is discovering-style-learning.Transcending-style-learning we put forward is quite distinguished from the two.It is the third learning style. The phenomenon of transcending-style-learning can be noticed on its quantity,which refers to knowledge development of the textbook. Due to the increase oflearning contents in quantity, students may gradually learn to question,criticize, analyze and evaluate the given knowledge and form their own opinion,which is called transcending in quality. Transcending in quantity is the sourceof transcending in quality. And both of them compose the external transcending,which will improve the students capability in learning and distillate qualityin personality. Thus form the internal transcending. The coordination betweenexternal and internal transcending is what we call transcending-style-learning. We don’t mean to take the place of the other two learning styles withtranscending-style-learning. We insist on the three learning styles promote oneanother. During learning process, when students get knowledge from teachers’lectures, it is accepting-style-learning. When they obtain something throughobserving or investigating, it is discovering-style-learning. When they learnbeyond the given knowledge , which in turn leads to a new idea and approach, itis transcending-style-learning.更多还原