3. 1. 3 Conversation and instructional convertions
One of vogotsgy’s inherent view of cognitive development is that the important study and understanding needs interact and talk. Students need solve problems in their zone of proximal development. They need interact with teachers and classmates to help them provide the stent. Instructional convertions provides them such an opportunity. Instructional convertion play the role of teaching, because it is designed to promote learning, but it is also in the form of convertion, not teaching and traditional discussion.
Zone of proximal development, Vogotsgy holds that there are two levels of students’ cognitive development in a certain period: the current level that is a certain psychological development system which was formed according to the completed development system[10] . The second is the level will be reached, the distance between these two levels is zone of proximal development. He stressed that teaching should not only adapt to the current level of development, follow behind the development. but should be tailored to the zone of proximal development, keep in front of the development, and eventually pass the zone of proximal development and reach a new level of development.
3. 1. 4 Cognitive apprenticeship
Cognitive apprenticeship in which reciprocal teaching is somehow a successful examplethe goal of reciprocal teaching is to help student understand and think deeply of the learning content.
3. 2 Situated teaching method
How to make use of the constructivism theory? Now here is three ways bellow.
3. 2. 1 Stent teaching
According to EC relative “distance education and training project” document. Stent teaching is defined as “it should provide the learners with conceptual framework to make the learners construct their knowledge according to their experience ”. The concept of the stent are needed by the learners to get further understand of the knowledge. So it is necessary to analyse the complex task of learning to guide the learners get further understanding of the knowledge gradually. Stent teaching is made up by the following link: (1) Revealed scaffold—on the theme of current study, establish a conceptual framework according to “zone of proximal development”. (2) To enter situation, that is to introduce student to certain problem situation. (3) Independent exploration, that is allowing students to explore independently. At the beginning of exploration the teachers should guide and inspire the students (For example, present or introduce how to understand the similar concept, then let students to analyse themselves, during the process of exploration teacher should help students timely to help students make progress along the conceptual framework gradually.) At first, teachers’ help and guidance should be somehow much, and then gradually decrease—to enable the students explore themselves, finally achieve that without teachers’ guidance, that is to say there is no need to accept teachers’ help anymore, and students can make progress themselves along their own conceptual framework independently. (4) Collaborative learning it is to discuss and consultate in a group in the sharing of collective thinking, students get the current concept understood comprehensively and correctly and ultimately achieve constructing significance of knowledge completely. (5) Evaluation the evaluation includes self-evaluation and study group’s evaluation on the individual learning. the content of the evaluation includes: a: Self-learning capability b: The contribution the individuals do for collaborative learning c: Whether the construction of significance have been completed. Students get the concept understand comprehensively and correctly and ultimately have achieved the construction of significance of knowledge .
3. 2. 2 Anchored instruction
This kind of teaching should be based on true event, or on the basis of real problems. To make sure such incidents or problem lively as “anchoring” because once such incident or issues been identified (The same as ship was anchored fixed ), the teaching content and teaching process will be identified. Constructivism holds that if the learners want to complete the construction of the significance of knowledge, that is to achieve further understanding of the knowledge of the nature of things, laws as well as the links between the things and other things. The best approach is to enable learners to the real world, let them stay in the real world situation, to feel, to experience, (That is to study through direct experience) but not just listen to other’s experience, introduction or explanation.
Anchored instruction is made up by following aspects: the creation of situations, define problems (Select the events or issues is the anchored) this aspect plays the role of “anchoring”, independent studies, collaborative learning (For discussion, exchange individual’s different point of view, add the amendments to enhance each students’ understanding of the current issues), evaluation, according to this kind of teaching, it’s no need to have a independent test which is independent from teaching process, just observe and record the performance of the students during the learning process at any time.
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