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1.
Ahn-Sook Hwang 《Instructional Science》1996,24(5):343-356
Constructivism has been an influential theoretical persuasion in recent years in the field of instructional design and development. Yet the theoretical tenets and applications of constructivism in instructional development (ID) have been often discussed outside the context of the long-standing paradigmatic pursuits from which constructivism stems. Efforts to continue an intellectual journey, exploring how different theoretical bases lead to different implications for ID, must be based on a clear understanding of different paradigms. Hence, constructivism is discussed here in the context of the underlying paradigm debate involving the old positivist paradigm and the new constructivist paradigm. This article explores how these different paradigms have shaped different theories and practices in ID. Specifically, three versions of constructivism and how they have influenced ID are critically examined. Finally, it is recommended that the two paradigms, positivism and constructivism, can be applied in a complementary way in ID. 相似文献
2.
智力理论的最近发展与演变 总被引：6，自引：0，他引：6
本文在回顾20世纪80年代以来智力理论最新发展的基础上,分析了智力理论发展和演变的趋势,即:依然占据优势地位的传统智力理论,占据主流地位的三大新兴智力理论以及占据一席之地的其他智力理论;探讨了最新智力理论发展的启示,展望了未来智力理论发展的方向. 相似文献
3.
Theories of cognitive development among emerging adults posit that environmental and age-related influences are responsible for individual differences in complex reasoning abilities. Exposure to and engagement with a diverse set of ideas and perspectives is stipulated to provide a context for which individuals are positioned to coordinate, integrate, and form new abstractions. This notion is implicit in the general education and elective requirements of university programs. In this study, we draw upon the cognitive psychology literature on emerging adult development to examine how intellectual breadth via course-taking patterns relates to gains in cognitive skills. Using recently collected longitudinal data of undergraduates enrolled at a large public university, we leverage a unique set of cognitive measures that tap a string of related constructs. We find moderate associations between intellectual breadth and reasoning skills, with notable differences across cognitive dimensions. Additionally, intellectual curiosity moderates the association between course breadth and cognition. Implications for theories of intellectual development are discussed in relation to undergraduate experiences. 相似文献
4.
James P. Byrnes 《Educational Psychology Review》1992,4(3):309-343
The present paper considers the centrality of meta-theoretical belief systems (MTBSs) for theories of cognitive development and learning. It is argued that MTBSs guide and constrain the construction of theoretical models and developmental mechanisms. Moreover, it is shown how MTBSs can be effectively used to categorize theories and to address the issue of whether theories of cognitive development and learning can be coherently combined to form larger, more comprehensive theories. The paper proceeds by first defining the nature of theories and then defining eight major MTBSs: nativism, empiricism, constructivism, structuralism, functionalism, behaviorism, neobehaviorism, and cognitivism. Following this exposition, it is shown how MTBSs underlie model construction. Next, the issue of whether theories can be combined is discussed in terms of the logical compatibility of their underlying MTBSs. Then, two contemporary theories which combine constructs from several different theoretical perspectives are described to illustrate how theories can be combined coherently. Finally, implications are drawn. 相似文献
5.
Scot Danforth 《Educational theory》2008,58(1):45-62
A bstract . Leading researchers describe the field of special education as sharply divided between two different theories of disability. In this article Scot Danforth takes as his project addressing that division from the perspective of a Deweyan philosophy of the education of students with intellectual disabilities. In 1922, John Dewey authored two articles in New Republic that criticized the use of intelligence tests as both undemocratic and impractical in meeting the needs of teachers. Drawing from these two articles and a variety of Dewey's other works, Danforth puts forward a Deweyan educational theory of intellectual disability. This theory is perhaps encapsulated in Dewey's observation that "The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has." 1 相似文献
6.
Patricia L. Buczynski 《Research in higher education》1991,32(5):571-583
This study examined the relationship between intellectual development and identity from the beginning of the student's freshman year in college to the end of the sophomore year. Hierarchical structural equation modeling was performed on the data utilizing LISREL VI. The optimal structural model included significant positive longitudinal paths from time one to time two for both intellectual development and identity. In addition, the cross-lagged path from identity to intellectual development was significant and positive. The results of this investigation suggest that one's sense of identity as a college freshman plays an important role in his or her intellectual development at the end of the sophomore year. Results for intervention possibilities and further research are discussed. 相似文献
7.
高校思想政治理论课教师同时扮演着"知识人"、"政治人"与"经济人"的社会角色,引发复杂而深刻的角色冲突。批判教育学从文化政治的角度重新审视教育,对高校思想政治理论课教师重新定位自身的角色提供了重要的启示。高校思想政治理论课教师要将"转化型知识分子"角色由外在期待内化为自身的角色认同,扮演好具有公共精神的对话者、批判精神的实践者、人本精神的引导者等多元角色。 相似文献
8.
ABSTRACTCharles Spearman and L. L. Thurstone were pioneers in the field of intelligence. They not only developed methods to assess and understand intelligence, but also developed theories about its structure and function. Methodologically, their approaches were not that distinct, but their theories of intelligence were philosophically very different – and this difference is still seen in modern approaches to intellectual assessment. In this article, we describe their theories of intelligence and then trace how these theories have influenced the development and use of intelligence instruments, paying particular attention to score interpretation. 相似文献
9.
学生发展理论在学生事务管理中的应用——美国学生发展理论简介 总被引：12，自引：0，他引：12
Kristen Renn 《高等教育研究》2008,(3)
美国大学对学生发展理论的研究有着近百年的历史。美国学生发展理论包括个体与环境、社会心理、认知和价值观和整合型理论四个基本类型。这些理论分别从社会学、心理学、生态学等角度来解释学生成长和发展规律,理论研究的重点逐步从着眼于学生发展的某一特定方面转移到学生的总体发展上。近二三十年来,由于学生群体的不断变化,美国对女性学生、同性恋学生以及其他弱势群体学生的研究逐步增加。学生发展理论深刻影响了美国的学生管理实践,为学生宿舍管理、学务咨询、心理咨询等重要的学生事务管理领域提供了理论指导。 相似文献
10.
网络环境下知识产权管辖权初探 总被引：1，自引：0，他引：1
网络的出现和发展对传统知识产权管辖权理论提出严峻的挑战.从知识产权的历史演进和内在属性特点入手,评议梳理网络环境下美国知识产权管辖权的理论与实践,试图从中找出传统管辖权规则在网络中适用的新途径,并在比较的基础之上指出我国相关立法之不足,并就如何进一步完善提出建议. 相似文献
11.
关联主义与新建构主义:从连通到创新 总被引：3，自引：1，他引：2
关联主义和新建构主义都是网络时代的学习理论.前者关注的是学习的外部过程,后者关注的是学习的内部过程,两者可以互为补充.通过对两种理论的异同点的比较与分析,提出了将两者互相融合、共同指导网络时代学习的基本思想,并对网络时代的知识产权问题进行了讨论. 相似文献
12.
刘求长 《乌鲁木齐成人教育学院学报》2006,14(2):17-19
20世纪以来的百余年里中国少有"自主知识产权"的文学理论,其原因在于过度引进西方文论,迷信西方文论及受惯性思维误导.要重视中国文论传统和资源,重视20世纪中国人自己的理论成果,破除对西方文论的迷信,建设拥有"自主知识产权"的中国特色文学理论. 相似文献
13.
Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice 总被引：10，自引：0，他引：10
Mantz Yorke 《Higher Education》2003,45(4):477-501
The importance of formative assessment instudent learning is generally acknowledged, butit is not well understood across higher education.The identification of some key features offormative assessment opens the way for adiscussion of theory. It is argued that thereis a need for further theoretical developmentin respect of formative assessment, which needsto take account of disciplinary epistemology,theories of intellectual and moral development,students' stages of intellectual development,and the psychology of giving and receivingfeedback. A sketch is offered of the directionthat this development might take. It is notedthat formative assessment may be eitherconstructive or inhibitory towards learning. Suggestions are made regarding research intoformative assessment, and how research mightcontribute to the development of pedagogicpractice. 相似文献
14.
张世富 《昆明师范高等专科学校学报》2001,23(2):51-56
皮亚杰是世界名的瑞士心理学家。他多年潜心研究，创立了一些心理学的理论。特别是他的智力发展的理论，与这理论紧密联系的是发展的因素。它们是：成熟、经验、社会传递和平衡。 相似文献
15.
平行进口：知识产权保护与贸易自由化的冲突 总被引：3，自引：0，他引：3
知识产权保护与贸易自由化的冲突为现代国际贸易理论和实务的一个重大问题,各个国家、各个不同的利益群体,从自身的经济利益出发,对平行进口提出了不同主张,采取了不同的措施,笔者通过对两种对立观点的分析,认为我国对专利权应坚持禁止平行进口政策,而对于版权和商标的平行进口政策则应顺应贸易自由化的发展潮流。 相似文献
16.
民国知识界对拉斯基思想学说的评介 总被引：3，自引：0，他引：3
孙宏云 《中山大学学报论丛》2000,20(3):223-232
英国工党著名理论家、政治学家拉斯基的思想学说颇受民国知识界的关注。拉斯基早年提倡政治多元论, 1930年代转变为激进的费边主义者,关注社会平等与正义。这两个方面是民国知识界评介思想学说的重点。比较而言,对前者重在研究与评判,对后者重在译介与致用。其间的判别亦可见时代人心的变迁。 相似文献
17.
Situating the conceptual knowledge of a science discipline in the context of its use in the solving of problems allows students the opportunity to develop: a highly structured and functional understanding of the conceptual structure of the discipline; general and discipline-specific problem-solving strategies and heuristics; and insight into the nature of science as an intellectual activity. In order realize these potential learning outcomes, the reconstructions of scientific theories used in problem solving must provide a detailed account of (1) realistic scientific problems and their solutions; (2) problem-solving strategies and patterns of reasoning of disciplinary experts; (3) the various ways that theories function for both disciplinary experts and students; and (4) the way theories, as solutions to realistic scientific problems, develop over time. The purpose of this paper, therefore, is to provide further specificity regarding a philosophical reconstruction of the structure of Classical Genetics Theory that can facilitate problem-solving instruction. We analyze syntactic, semantic and problem-based accounts of theory structure with respect to the above criteria and develop a reconstruction that incorporates elements from the latter two. We then describe how that reconstruction can facilitate realistic problem solving on the part of students. 相似文献
18.
性别语言研究发展透析 总被引：2，自引：0，他引：2
袁秀萍 《楚雄师范学院学报》2005,20(4):25-28
性别语言是语言的一种变异形式。语言学家在研究男女两性语言差异的同时，运用各种理论和方法对“性别语言”进行了深入细致的研究。该文就性别语言研究的理论发展、研究内容、现状和发展前景进行了探讨。 相似文献
19.
Roger L. Landrum 《The Urban Review》1976,9(1):36-49
Conclusions What conclusions can be reached on the basis of the kind of project I have described. First, there is an alternative to the large, expensive curriculum development models that were popular in the 1960s. A small, clinical model has many advantages. A project can begin with a general curriculum idea in several classrooms, or even one classroom, without becoming trapped in a web of quantitative data, logistical problems, and fund-raising, and work from that point towards a polished model for wider summative evaluation.Second, teachers and children need not be mere consumers of curricula developed by publishing houses or schools of education, nor even play the passive role of testing a formalized model developed outside classrooms. They can actively participate in elaboration of the conceptual content, the pedagogical strategies, and the specific lessons and materials of a new model.Third, there are university scholars who are willing and able to collaborate in bringing recently discovered knowledge to elementary school children; they do this by helping shape curricula and by making their departmental resources available to enterprising teachers or principals. Many scholars with youngsters themselves have a deep interest in communicating their knowledge to children. This group includes not only educational psychologists but scholars in traditional disciplines like biology and anthropology. David Pilbeam's research in human evolution, Goodall's research on primates, Cousteau's research on whales are a few examples of the rich variety of knowledge that can be shaped into pedagogical forms —experiments, audio-visual materials, readers, etc. — appropriate for children at varied levels of development.Fourth, children have a far broader range of intellectual interests than has generally been recognized. Bringing them into contact with fields of knowledge, methods of inquiry in these fields, and the processes of logical reasoning at a time when they have a natural receptivity can have a fundamental impact on their intellectual confidence, which will serve them well in later school years. The content of elementary education need not be trivial nor composed totally of tedious work on the traditional basic skills. There is room enough for children to exercise higher level cognitive abilities suggested by their own questions.Fifth, children are a primary source of ideas, theories, interests; feelings, and questions, which can be tapped systematically in the service of sensitive and accurate teaching. Interviews, discussions, and observations of children manipulating materials and ideas are relatively simple ways for teachers and curriculum developers to keep their ears to the ground, and to discover, keep alive, and cultivate the intellectual interests and capacities of children.Roger Landrum is a doctoral candidate at Harvard's Graduate School of Education, with a general interest in theoretical models of education based on human development theory and a research interest in measurable effects of classroom programs based on Piagetian theory. He has directed teacher education programs for the Peace Corps, The Teacher's Inc., and Yale's Institution for Social and Policy Studies. 相似文献
20.
《关于进一步加强和改进大学生思想政治教育的意见》中明确指出：＂以大学生全面发展为目标,深入进行素质教育。＂可见大学生的全面发展受到了高度的重视。本文通过对大学生发展理论的分析研究,从马克思主义人的全面发展学说出发,结合中国国情,借鉴国外相关理论,提出了大学生发展任务的模型,提出当代大学生的发展任务。明确大学生发展任务,对大学生形成健全的人格有指导作用,同时为高校开展学生工作具有参考价值。 相似文献