Zaitunah, Yusri Yanto
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引用次数: 0

摘要

在社会学习中,必须要求教育者和学生积极参与一切学习活动,通过实践来寻求学习活动,而不仅仅是通过阅读活动。用这种模式学习的过程,后来被称为社会建构主义学习。作者有兴趣进一步回顾苏莱曼·乌德万著作中的学习范式,特别是探索社会建构主义的范式。本研究发现,社会建构主义的基本概念,al-'Udwan依赖于维果茨基的社会建构主义理论,即学生的内在知识在社会和个人的互动中被修正的过程。这个概念是从al-Lughah, Al-Biah al-Ijtima 'iyah, Tafawudiyah和Hayz al-Numuw al-Mumkin的概念发展而来的。而社会建构主义理论的原则是学习依靠个人和群体方法,注重通过社会过程建立概念和意义,学习以组织方法为基础,协商过程是概括原则社会建构主义的基础。教育工作者的角色是鼓励独立,接受学生的主动性,激励学生积极地与教育工作者和学生之间进行讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Paradigma Pembelajaran Sosial Konstruktivistik Zaid Sulaiman Al-Udwan Dalam Al-Naẓariyah Al-Bināiyah Al-Ijtimāiyah Wa Tathbiqātihā Fǐ Al-Tadrǐs
In the social learning educators and students must be required to be active in all learning activities by seeking learning activity through the practice of working on it, not enough through reading activity only. The process of learning with such a model, came to be known social constructivistic learning. The author is interested in reviewing further the learning paradigm in particular the paradigm of exploring social constructivism in the Zaid Sulaiman al-'Udwan’s book. This study found that the basic concepts of social constructivism, al-'Udwan relied on Vygotsky's theory of social constructivism, a process in which students' internal knowledge is modified in response to social and personal interactions. And the concept develops from the concept of al-Lughah, Al-Biah al-Ijtima 'iyah, Tafawudiyah, and Hayz al-Numuw al-Mumkin. Whereas the principles of the theory of social constructivism are learning to rely on individual and group methods, Focus on building concepts and meanings through social processes, learning is based on organizational methods, the negotiation process is the basis for generalizing, principled social constructivism. And the role of educators is encouraging independence and accepting students' initiatives and motivating students to be active in conducting discussions with educators and between students.
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