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1、 l 2005- 03- 10Te (1966- ) ,3,8SE,=Sv,qb Sv51/y0( 03JZD0032)b34刘儒德,宗 敏,刘治刚(北京师范大学心理学院,北京 100875)K1 学生的学习观是学生个体对学习现象和经验的直观认识,对学习动机和行为具有重要作用b对于学生学习观的具体内涵和结构,研究者们分别侧重于学习观因素和层次两个角度加以阐述,但这些理论都是从对学生的调查结果中归纳出来的,而学生的学习观是一种内隐的直觉,学生未必能够明确而全面地描述出来b为了更好地揭示个体学习观的内涵,最好基于调查归纳研究的结果,参照学习理论家们对学习现象和经验的分析,同时从因素和层次两个方面来
2、刻画学生个体的学习观b1oM 学习观;建构主义;学生ms| G40 DSM A cI| 1002-0209(2006)01-0015-06tM,E343mi 1, 2004M,SsaLb 3n )Structures of StudentsEpistemological Beliefs in LearningLIU Ru- de, ZONG Min, LIU Zhi- gang( School of Psychology, BNU, Beijing 100875, China)Abstract: The epistemological beliefs in students leaning h
3、ave resulted from their intuitions about learning phenomenaand the experience, the intuitions that exert significant function upon their learning motivation and behaviour. As for thepractical content and structures, researchers have focused on the relevant factors and levels; but these theories have
4、 come outinductively from the investigation on students. Since the epistemological beliefs are of intuition, of which students are notentirely aware with rationality. So it is expected to appeal to the relevant theories.Key words: epistemological belief; constructivism; student20 北京师范大学学报(社会科学版) 2006年第1期(总第193期)
