简述我国教育心理学家关于心智形成要经过的阶段。
正确答案及解析
正确答案
解析
我国教育心理学家通过教学实验,在加里培林和安德森等学者研究的基础上,提出了原型定向、原型操作、原型内化的心智技能形成三阶段论。
原型定向就是了解心智活动的实践模式,了解“外化”或“物质化”了的心智活动方式或操作活动程序,了解原型的活动结构(动作构成要素、动作执行次序和动作的执行要求),从而使主体明确活动的方向。原型定向阶段也就是使主体掌握操作性知识(即程序性知识)的阶段。这一阶段相当于加里培林的“活动的定向阶段”。
所谓原型操作,就是依据心智技能的实践模式,把主体在头脑中建立起来的活动程序计划,以外显的操作方式付诸实施。在这一阶段,活动的执行是在物质与物质化水平上进行的,因而在加里培林及其学派的著作中称之为“物质或物质化活动阶段”。活动的最初形式可以是物质的,也可以是物质化的。在物质的活动形式中,动作的客体是实际事物,是对象本身。在物质化的活动形式中,动作的客体是对象的代替物,如图片、模象等。我们称此阶段为“原型操作”阶段。
所谓原型内化,即心智活动的实践模式向头脑内部转化,动作离开原型中的物质客体及外显形式而转向头脑内部,借助于言语来作用于观念性对象,由物质的、外显的、展开的形式变成观念的、内潜的、简缩的形式的过程。这一过程的关键在于学生自身反复练习运用。本阶段可划分成出声的外部言语阶段、不出声的外部言语阶段和内部言语阶段三个小阶段。
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