论促进知识建构的学习环境设计

王觅  钟志贤

（江西师范大学 课程与教学研究所，江西南昌330027）

【摘要】本文从理解知识和知识建构的概念出发，分析了知识建构的特点，比较了知识建构与传统学习的差异，阐述了知识建构的方式，从建构主义学习环境设计理论的角度讨论了有效促进知识建构的学习环境设计方法。文章认为，有效促进知识建构的学习环境设计必须围绕活动、情境、资源、工具、支架、学习共同体和评价等七大基本要素来进行。这一学习环境设计方法为知识建构提供了一种思考和实践框架，有益于教师帮促学习者运用高阶思维开展有意义的学习，实现高阶能力的发展。

【关键词】知识建构；学习环境设计；高阶思维能力；有意义学习

【中图分类号】G434

【文献标识码】A

【文章编号】1007-2179（2008）04-0022-06

【作者简介】王觅，江西师范大学教育技术学在读硕士，主要从事教育技术学、信息化教育等领域研究。钟志贤，博士，教授，江西师范大学课程与教学研究所所长，主要从事教育技术学、课程与教学论专业研究（jxzzx@126.com）。

On Designing Learning Environments for Promoting

Knowledge Construction

WANG Mi, & ZHONG Zhixian

(Institute of Curriculum and Instruction, Jiangxi Normal University,Nanchang 330027,China)

Abstract: Based on discussing the definitions of knowledge and knowledge construction, this paper analyses the characteristics of knowledge construction, compares the differences between knowledge construction and traditional learning, as well as expounds the manner of knowledge construction, discusses the ways of designing learning environments to promote knowledge construction from the perspectives of constructivist learning environments. The paper argues that, in order to design an effective learning environment to promote knowledge construction for the learner, it should focused on seven essential elements of a learning environment: activities, contexts, resources, tools, scaffolds, learning communities and evaluations. The ways of designing learning environments explored in this paper provides a kind of thinking and practical framework for knowledge construction, it has implications for teachers to facilitate the learner to do meaningful learning and develop the high-order abilites in using high-order thinking skills

Key words: knowledge construction; design of learning environments; high-order thinking skill; meaningful learning