作 者：边家胜[1,2] 董玉琦[3] BIAN Jiasheng, DONG Yuqi （ 1. Faculty of Education, Northeast Normal University, Changchun 130024, China; 2.Preparatory School For Chinese Students to Japan, Northeast Normal University, Changchun 130117, China; 3. Department of Education Technology, Shanghai Normal University, Shanghai 201734, China） 机构地区：[1]东北师范学院教育学部,吉林长春130024 [2]东北师范学院中国赴日本国留学生预备学校,吉林长春130117 [3]上海师范学院教育技术系,上海201734 出 处：《外国教育探讨》2017年第3期94-107,共14页Studies in Foreign Education 基 金：中央高校基本科研业务费专项资金资助项目“学科学习心理学理论下的日语学习者偏差认知模式与教学探讨”（项目编号：13QN019） 摘 要：日本概念转变探讨开始于行为主义盛行时期,根源于课例探讨,在时间上早于欧美各国。迷思概念的成因与特点决定了探索教师如何实现学习者的＂概念转变＂在概念转变探讨中的重要地位。日本概念转变策略从整体上呈现出两种探讨路径的转变--由认知主义概念转变策略到建构主义转变策略的发展变化,这是日本在该探讨领域不同于欧美各国的显著特征之一。两种探讨路径的转变反映了探讨者对＂学习者＂、＂学习＂和＂技术使用＂的认知异同。The studies on conceptual change in Japan can date from the period of be-haviorism＇s prevalence. It＇s rooted in the research on the practices of teaching cases andearlier than the major western countries. The inquiry on how teachers realize learner＇s con-ceptual change plays an important role on the studies of conceptual change and it＇s decidedby the causes and characteristics about the concept of myth. The conceptual change strate-gy studies in Japan presents the transformation between two tracks—from cognitivism toconstructivism,which is a distinguishing feature that is different from those in western coun-tries. The transformation is a reflection on the researchers＇ cognitive difference about ＂learn-ers＂, ＂learning＂ and ＂the application of technology＂. 关 键 词：日本 概念转变 迷思概念 概念转变策略 分 类 号：G444[哲学宗教—心理学;哲学宗教—发展与教育心理学;文化科学—教育学;文化科学—教育技术学] ，日语论文题目，日语毕业论文 |
