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1.
James M. Royer 《Educational Psychology Review》1992,4(2):253-259
This paper develops the thesis that the educational semiotic described by Cunningham offers an interesting perspective from which to view educational issues, but it offers little in the way of practical approaches to educational problems. After agreeing with Cunningham's argument that knowledge is constructed rather than received, the paper goes on to state three concerns about an educational semiotic: (a) The theory has the wrong architecture, (b) the theory is too powerful, and (c) the theory has no practical use. The paper closes with the observation that an educational semiotic must become more specific and it must provide empirical demonstrations of practical utility if it is to pose a challenge to currently prevailing theories. 相似文献
2.
Donald J. Cunningham 《Educational Psychology Review》1992,4(2):165-194
In this paper, I argue that educational psychology is deeply embedded in an objectivist epistemology, the consequences of which seriously undermine our ability to inform educational practice. In the remainder of the paper, I provide an introduction to semiotics, the doctrine of signs, and offer four global concepts (the sign, semiosis, inference, and reflexivity) that I believe set semiotics apart from other, more or less related, approaches within psychology and educational psychology (e.g., constructivism). I conclude the paper by responding to some of the more frequently asked questions I have encountered in attempting to define an educational semiotic. 相似文献
3.
袁渊泉 《内江师范学院学报》2010,25(5):90-92
认知符号学是将符号学和认知科学的理论与方法相结合,从而研究意义的生成和理解的一种新途径。普遍存在于人类交际中的礼貌可以视为由符号代表物、对象和解释项组成的符号。 相似文献
4.
The aim of this project is to increase teacher education students' understanding of the learning process by focussing on their own learning experiences. 67 preservice teacher education students in 4 classes completed measures of academic locus of control and study processes before and after a semester course in a specially designed programme in Educational Psychology. The programme focuses on students taking greater responsibility for their own learning by exposing them to a variety of learning experiences. These experiences include negotiation of the curriculum, peer discussion and teaching, learning contracts, self, peer and collaborative assessment and critical reflection on these and other learning experiences by means of an ongoing learning log.Results indicate an increase in academic locus of control for one class, and an increase in deep motive, achieving strategy, deep approach and deep achieving approach to learning for the whole group. These outcomes are discussed in terms of the congruence between these changes and the particular learning experiences to which the students were exposed. 相似文献
5.
建构主义:且深思慎用 总被引:7,自引:0,他引:7
建构主义作为一种主要的学习理论,自上世纪90年代引入我国以来,对传统的教育教学改革起到了很好的推动作用,学习和应用建构主义已是当前教育领域研究的热点问题之一。该从建构主义的应用现状出发,就建构主义在应用过程中出现的问题、导致这些问题的关于建构主义的认识上的误区、以及理论本身的局限性做了较为深入的探讨,目的在于科学、合理地应用建构主义,提高教育教学质量,促进教育教学改革。 相似文献
6.
隐喻的符号学分析 总被引:1,自引:0,他引:1
王飞 《湖南第一师范学报》2008,8(4):138-139
隐喻是文学研究中的一个重要概念,也包括在普通语言学的句法研究中。从符号学的角度看,隐喻源于语言符号的相似性;从认知的角度看,隐喻则源于人类认识世界的顺序性和处理语言的关联原则。为了更深入地认识隐喻,有必要从符号学和认知语言学角度共同探讨隐喻存在的依据。 相似文献
7.
Effective teacher beliefs about students are an integral part of effective teaching. Teachers with interventionist beliefs about students (‘I can intervene to help a learner with difficulties’) show more effective practice than teachers with pathognomonic beliefs (‘I blame the learner for his difficulties’). A professional development (PD) course sensitized teachers (N = 234) to individual learning differences (ILDs), using five learning/cognitive styles tools. Teachers’ responses to a pre‐/post‐test question concerning their beliefs about ‘weak students’ were analyzed and correlated with their ILD scores. Before the PD, teachers with strong ILD preferences matched to traditional learning contexts were significantly more ‘at risk’ (i.e., had fewer interventionist beliefs) than the other teachers; the former teachers were significantly overrepresented in the sample. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD (28 hrs. vs. 56 hrs.) nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. A mediated, constructivist and collaborative PD, which sensitizes teachers to individual learning differences, can increase effective teacher beliefs about students. We conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development. 相似文献
8.
Carl Bereiter 《Interchange》1992,23(4):383-388
The author completes theInterchange symposium on Referent-Centred and Problem-Centred Knowledge: Elements of an Educational Epistemology by responding to the commentaries of Paul Thagard, Stellan Ohlsson, and Francis Schrag. 相似文献
9.
Dongil Kim Boong-nyun Kim Kijyung Lee Joong-kyu Park Sungdoo Hong Hyoungsoo Kim 《Asia Pacific Education Review》2008,9(4):409-422
The purpose of this study was to synthesize the cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis. By means of pre-established systematic criteria, 50 articles were selected and 97 effect sizes were calculated. Effect size was calculated using ‘the Cohen’s d’ (Cooper &; Hedges, 1994). The research questions of the present study were as follows: (a) Are cognitive learning strategies generally effective? (b) What type of cognitive learning strategy is most effective? (c) Are effect sizes of different types of cognitive learning strategies different according to the applied domains, grade levels, and achievement levels? The results of the study indicate that, first of all, the overall cognitive learning strategies (97 ESs) yielded a large effect size (ESsm=.96), which was not homogenous (Q=55.19,p <.05). Thus, in each subcategory of learners’ characteristics and applied domains, we calculated effect sizes and conducted the test of homogeneity separately. Except for grade level, the effect sizes were generally homogenous in each subcategory. The findings revealed that cognitive strategies had large effect sizes (.82–1.69). For average achieving students as well as underachieving students (Learning Disabilities), cognitive learning strategies were very effective (.82–1.42). The effect of cognitive learning strategies was very large in terms of students in all grades (1.02–1.34), except for middle school students (.70). Lastly, the implications for the application of different cognitive learning strategies were discussed. 相似文献
10.
Journal of Science Education and Technology - Teaching and learning complex issues is often confounded by the presence of simplistic mental models that are held by students. These simplistic models... 相似文献
11.
This paper describes the challenges faced by frontier technology education, typical among large integrated EU projects. These include an evolving nature, the scarcity of experts and established material, and the need for relevant material. Classical approaches to learning seem to not adequately address the needs of frontier technology alone. Following this observation we develop a training model, where the instructional model, architectural design, and delivery mechanisms are developed according to the needs, goals, homogeneity, and distance among learners. We then use principles of constructivist methodology to address the needs of frontier technology. Throughout the paper radio frequency identification (RFID) training at the Cambridge Auto ID labs is taken as an example. The methodology leads to a successful training delivery where students have achieved the targeted success criteria. 相似文献
12.
认知心理学视角下的数学教育 总被引:2,自引:0,他引:2
自20世纪60年代以来,数学教育逐渐成为心理学特别是认知心理学关注的对象,由于认知心理学家采取了与数学家、数学教育专家不同的研究方法,因而得出关于数学教育的新的见解、新的结论,这就为我们从另一个视角审视当前数学课程改革提供了可能性. 相似文献
13.
This study aims to examine how adults use memory strategies when memory demands change and how it depends on metamemory and may account for individual differences. Metamemory about strategy was assessed by interview in forty waiters learners. Then, they were asked to execute a simulated beverage-service task (three successive recalls) for which memory demands were manipulated with table size and perceptive cues. At last, working memory span was assessed. Results revealed a significant contribution of the various variables (memory demands, metamemory knowledge, span) on recall performances when the three different recalls were considered as separated. By contrast, the four strategy patterns observed on this sample could not be distinguished neither according to metamemory knowledge nor as a function of performance. The issue about the individual differences in strategy efficiency is explored by pointing out methodological limits. Moreover, the non linear progression of performance with the increase in the level of elaborative strategy use is discussed. 相似文献
14.
Reopening Inquiry into Cognitive Processes in Writing-To-Learn 总被引:1,自引:0,他引:1
Perry D. Klein 《Educational Psychology Review》1999,11(3):203-270
Writing produces generally positive, but inconsistent, effects on learning. The reasons for this inconsistency are unknown. This review examines four hypotheses about writing-to-learn: Writers spontaneously generate knowledge at the point of utterance (Britton, 1980/1982); writers externalize ideas in text, then reread them to generate new inferences (Young and Sullivan, 1984); writers use genre structures to organize relationships among elements of text, and thereby among elements of knowledge (Newell, 1984); and writers set rhetorical goals, then solve content problems to achieve these goals (Bereiter and Scardamalia, 1987; Flower and Hayes, 1980a). These four hypotheses invoke different aspects of writing, and so are mutually compatible. The genre hypothesis has been supported by empirical research; the other three hypotheses have been tentatively supported by research concerning writing-to-learn, or indirectly supported by other research concerning learning or writing. Further investigation is needed concerning: The empirical validity of the four hypotheses, and interactions among the processes that they identify; the declarative and procedural knowledge that underpins writing-to-learn; and the educational effectiveness of applying cognitive strategy instruction to learning through writing. 相似文献
15.
启发式教学方法与建构主义学习理论 总被引:6,自引:0,他引:6
遵从认知过程的教学方式才能保证高效的完成教学过程。本文通过分析建构主义学习理论与启发式教学方法的内在联系,揭示了启发式教学方法与建构主义学习理论的一致性,并以建构主义学习理论为依据,提出了启发式教学模式所应遵从的设计原则。 相似文献
16.
通过介绍 80年代初新西兰的研究者对儿童的自然认识的研究事例 ,从中了解国外的研究者对儿童或学生的前科学认识的一般性研究手法和研究过程。对儿童的自然认识的研究 ,需要预先观察了解归纳出具有代表性的前科学认识类型 ,然后作成调查问卷 ,对学生进行一定规模的取样调查 ,从而得到带普遍性的认识实态。了解学生的认识状态可以促使教师方面思考如何帮助学生意识到自己的认识存在矛盾 ,从而激发学生内在的学习动机 相似文献
17.
覃敏 《湖南科技学院学报》2005,26(8):131-133
简要分析建构主义学习理论,揭示该理论影响下网络英语学习的特点,并从学习环境的创设、教师的素质和学习者的适应能力三方面就如何有效地开展网络英语学习作了探讨。 相似文献
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19.
建构主义对科学教育理论的贡献与局限 总被引:33,自引:0,他引:33
建构主义在教育上的贡献主要在于在教育思想上进一步强调了认知主体的主动性 ,在科学教育上指出了科学知识学习的困难性。但激进的建构主义认识论和方法论在根本上有悖于科学理性 ,将认知主体的主动性和科学学习的困难性夸大为科学知识不可传授 ,这给教育研究和实践带来了混乱。在我国进行科学教育理论探索和实践的过程中 ,在应用建构主义原理发展学生的自主性的同时 ,应注意防止激进的建构主义的负面影响 相似文献