Title

學習理論與教學心理學的互動

Translated Titles

The Interaction between Learning Theory and Instructional Psychology

Authors

林清山(Chen-Shan Lin)

Key Words

教學心理學 ; 知能 ; 教學研究方案 ; 學習理論 ; 連結科學 ; instructional psychology ; competence ; programs of instructional research ; learning theory ; linking science

PublicationName

教育研究集刊

Volume or Term/Year and Month of Publication

45期(2000 / 07 / 01)

Page #

1 - 13

Content Language

繁體中文

Chinese Abstract

本文首先根據Glaser(1982)的〈教學心理學:過去、現在和未來〉這篇論文,說明過去哲學中的學習理論如何演變為後來的「教學心理學」(instructional psychology),終於使得心理學理論能與實際的教育情境相連結。其次是根據Glaser(1990)的〈從教學研究裡學習理論的再出現〉這篇文章,陳述三類重要的教學方案,並預期將來可能由這些教學方案的教學實驗中產生不同的學習理論。最後,本文作者整合上述Glaser的看法,強調:學習理論與教學心理學研究二者之間,以及教育哲學的理念、教育的實際活動與心理學的實徵研究之間,都必須彼此互動、溝通、調整,各方面都才會進步,對實際教育才有幫助。

English Abstract

In this paper, the history of instructional psychology is first briefly reviewed, according to Glaser (1982), which was emphasized that a linking science, namely instructional psychology, is needed to intervene between learning theory and educational practice. Then, the development of three programs of instructional research - for the acquisition of proceduralized knowledge, the development of regulatory strategies, and the structuring of knowledge for problem solving - are introduced, according to Glaser (1990). Since instructional experimentation is now of increasing value, "Glaser (1990) forecass the reemergence of learning theory within these instructional researches. Finally, this paper concluds and stresses that it is important for educational philosophy, educational practice, and instructional psychology to interact, communicate and modify mutually.

Topic Category 社會科學 > 教育學
Reference
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Times Cited
  1. 羅鴻雁(2009)。電影融入教學對中學生世界史認知學習之教學設計與實施歷程--希臘、羅馬史之教學個案研究。淡江大學教育科技學系碩士在職專班學位論文。2009。1-141。 
  2. 張可立(2009)。護理類畢業生職場專業能力及其學習檔案內涵之研究。臺灣師範大學工業教育學系學位論文。2009。1-326。
  3. 楊允羿(2011)。國小學生之導師領導風格與其自我調整學習關係之研究─以桃園縣為例。中原大學教育研究所學位論文。2011。1-170。