| 张泰城.论基于红色资源的学习行为[J].井冈山大学社科版,2016,(4):17-23,29 |
| 论基于红色资源的学习行为 |
| On Red-Resources-based Learning Behaviors. |
| 投稿时间：2016-06-20 |
| DOI：10.3969/j.issn.1674-8107.2016.04.003 |
| 中文关键词: 红色资源 红色文化 学习行为 |
| 英文关键词: red resources red culture learning behaviors |
| 基金项目:国家社会科学基金教育学一般课题“红色资源教育教学的理论建构研究”（项目编号：BAA120014）；教育部哲学社会科学研究重大攻关项目“红色文化与增强我国文化软实力研究”（项目编号：12JZD004）。 |
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| 中文摘要: |
| 基于红色资源的学习行为，指的是直接以红色资源作为内容或对象的学习行为。影响这种学习行为的主要因素有教师的教导行为、学习内容的教育特质、学习内容的载体特征以及教学组织形式等。红色资源是具有独特教育性质和多样化表现形态的教育教学资源，基于红色资源的学习行为自然也多种多样。从学习者在实际教学过程中表现出来的共同行为倾向和行为特点，基于红色资源的学习行为可以归纳为观察学习、活动学习、体验学习、反思学习四种主要类型。基于红色资源的学习过程可以划分为课前预习、课中学习、课后复习三个阶段。学生在这三个阶段的具体学习任务和需要解决的学习问题是不同的，因而其重点学习行为也是不同的。 |
| 英文摘要: |
| Red-resource-based learning behaviors (RRBLB) refers to learning behaviors which take red resources as direct learning contents or objects. Major factors influential on RRBLB include teacher's instructional behaviors, teaching nature of the learning contents, features of the carrier of contents and forms of teaching organization. As red resources are uniquely and diversely educational, RRBLB is of various forms. By the common behavioral inclination and features of the learners in actual teaching process, RRBLB may be classified into four major types, i.e., learning by observation, learning by activity, learning by experience, and learning by reflection. The process of RRBLB includes three procedures, that is, pre-class warming, in-class learning and after-class review. As students have different specific learning task and questions in the three procedures, they will have different learning focuses. |
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