| 摘要: |
| 情境学习理论是近30年来有关学习的重要理论之一,也是学习科学的核心理论基础。本文回顾了情境学习理论的产生背景,探讨了基本概念及其知识观、学习观与评价观,分析了抛锚式学习、认知学徒制、情境教学这三种基于情境学习理论的代表性教学设计模式,最后提出了博物馆场景中的三种情境类别:实物情境、时空情境和实践情境,并总结了情境学习理论应用于博物馆学习设计的五个维度:激发情境兴趣；提供进入真实实践的机会；促进协作与协商；搭建学习脚手架；鼓励观念呈现与清晰表述。 |
| 关键词: 情境学习 博物馆学习 学习科学 Situated Learning Theory and its Implications for Museum Learning Design Wang Mei |
| DOI： |
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| 基金项目:国家社会科学基金教育学一般课题“以儿童学习为中心的中国情境教育范式的建构与国际比较研究”,编号:BHA170132。 |
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| Situated Learning Theory and its Implications for Museum Learning Design |
| Wang Mei |
| () |
| Abstract: |
| Situated learning theory is one of the important theories on learning in the last thirty years, and it is the core theoretical basis of the learning sciences as well. After reviewing the background of situated learning theory, this paper discusses its basic concepts and perspectives on knowledge, learning and evaluation, analyzes three typical instructional design models based on situated learning theory, which are anchored learning, cognitive apprenticeship and situated teaching. Finally, three kinds of situations in museum settings are proposed:object-based situation, space-time situation and practice-based situation. At the same time, five dimensions for the implications of situated learning theory on museum learning design are summarized:eliciting situated interests; providing opportunities to enter the authentic practice; promoting collaboration and negotiation; constructing learning scaffoldings; encouraging the presentation and articulation of ideas. |
| Key words: situated learning, museum learning, learning sciences |
