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本文围绕远程开放教育环境下教师如何增强导学功能展开探讨，并借用认知建构主义学派的观点，分别针对“为什么学习”、“能否学习”、“学习什么”、“如何学习”等四个问题来提出具体的导学策略。并在此基础上，进一步分析了远程开放教育环境下成功实施导学策略的条件。希望本研究能给教师们以实践启迪。 相似文献
2.
方芳 《内蒙古师范大学学报(哲学社会科学版)》2006,(Z1)
在众多影响英语学习能力的因素中,认知方式、性格特征、语言学能和文化因素尤其容易影响学习者。笔者首先简要论述了认知主义对语言学习以及学习模式的影响,然后针对蒙古族学生的性格特征、语言学能、年龄和文化因素展开讨论,目的是帮助学习者提高学习能力和学习效率。 相似文献
3.
李强 《山西广播电视大学学报》2011,16(3):38-40
上世纪70年代,认知主义学习理论渐渐形成,我国从90年代起,人们将该理论引入多媒体课件开发领域,逐渐形成了认知结构化的课件开发思想。认知主义研究学习者内在的认知结构和外界环境相互影响,揭示学习的规律和学习本质。认知结构化的课件开发思想以带有认知主义理论色彩的学习法则来指导课件设计,在课件的信息结构、设计原则和教学设计倾向方面体现着认知主义学习理论的基本观点。 相似文献
4.
Genevieve Marie Johnson 《Interactive Learning Environments》2013,21(3):298-308
In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human learning and development in interactive learning environments is proposed. Such an inclusive paradigm organizes the fundamental theoretical assumptions of behaviourism (i.e. automated learning), cognitivism (i.e. recall, understanding, analysis, synthesis, evaluation, creativity, problem solving) and constructivism (i.e. private and shared meaning). Based on review of the literature, behaviourism is best conceptualized as a learning theory; constructivist theoretical assumptions are best applied to cognitive development including private online experience (cognitive constructivism) and shared online experience (social constructivism). Cognitivism is a particularly relevant theoretical orientation in understanding both human learning and development in interactive learning environments. 相似文献
5.
在人性问题上，孟子提出性善论，荀子提出性恶论，他们各自依其对人性的理解，演绎出两种截然迥异的教育理论-“内发说”与“外铄说”。在人与外界环境的关系上，行为主义主张，人只是环境和刺激的被动承受者，人的行为只是环境的特殊产物，具有很强的被规定性。认知主义认为，人是在与环境的“同化”与“顺应”的过程中，构建起自身的认知结构，促使人认知发展的。人本主义依其对人的独特理解，更加重视人的意识所具有的主动性和选择性。 相似文献
6.
ID模型发展探析 总被引：1，自引：0，他引：1
吴全洲 《四川教育学院学报》2008,24(11):31-33
现代教育技术的核心是教学设计，教学设计模型的发展从基于行为主义的ID1到基于认知主义的ID2，再到基于建构主义的ID3，对教学实践和教学改革提供了强大的理论支持。ID3模型体现了当代最新教学观念，是以学为中心的教学设计，它把学习者的认知作用提升到了关键地位，有利于发挥学习者学习的积极性、创造性，有利于创新能力的培养，具有较好的使用前景。 相似文献
7.
三种学习理论在远程教育学习材料设计中的运用 总被引：1，自引：0，他引：1
要理解教学设计,首先要了解三种学习理论：行为主义、认知主义和建构主义。如何设计远程教育的学习材料,如何在学习材料中渗透教学方法,三种不同的学习理论会产生三种不同的指导思路。文章从六个方面分别介绍这三种学习理论及其在远程教育学习材料设计中的运用：学习是如何发生的;学习任务类型;教学策略;教学建议;嵌入技术;案例介绍。 相似文献
8.
Paul Wagner 《Clearing house (Menasha, Wis.)》2013,86(5):204-205
Learning theories are essential for effective teaching in that they shed light on different aspects of the learning process. The spectrum of learning theories can be categorized into three main areas: behaviorism, cognitivism, and constructivism. Behaviorism as a teacher-centered instructional framework for a long time dominated educational settings, shaping every aspect of curriculum and instruction. In contrast to behaviorism, cognitivism is a relatively recent learning theory and its features are not well known or are confused with constructivism by teachers. This article aims to provide an overview of the core characteristics of cognitivism, its philosophical and theoretical basis, its implications for classroom practices, and its illustrative teaching methods. Cognitive apprenticeship, reciprocal teaching, anchored instruction, inquiry learning, discovery learning, and problem-based learning are explicated as the most distinctive methods of the cognitive perspective on learning. 相似文献
9.
O. A.B. Hassan 《European Journal of Engineering Education》2011,36(4):327-339
This paper attempts to critically review theories of learning from the perspective of engineering education in order to align relevant assessment methods with each respective learning theory, considering theoretical aspects and practical observations and reflections. The role of formative assessment, taxonomies, peer learning and educational policy as regards promoting the learning of engineering is discussed. It is suggested that an integrated learning method in which cognitive levels, social factors and teamwork and behaviouristic elements are integrated will optimise the learning process on an engineering course. Moreover, assessment of learning should not be isolated from views of teaching and the learning methods employed by the university teacher. 相似文献
10.
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