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Constructivist learning theory



Twokindsofconstructivism

Individualconstructivism

Individualconstructivismandcognitivelearningtheoryhaveagreatcontinuity.Learningisaprocessofmeaningconstruction.,Theprocessbywhichlearnersform,enrichandadjusttheirowncognitivestructurethroughtheinteractionofnewandoldknowledgeandexperience.Learningisatwo-wayprocess.Ontheonehand,newknowledgeisincorporatedintotheexistingcognitivestructureandgainsnewmeaning.Ontheotherhand,theoriginalknowledgeandexperiencehasbeenadjustedorreorganizedtoacertainextentduetotheinclusionofnewknowledge.Forexample,inquiry-basedlearningistheapplicationofindividualconstructivisminspecificteaching.

SocialConstructivism

Socialconstructivismbelievesthatlearningisaprocessofculturalparticipation.Learnersconstructrelevantknowledgebyparticipatinginthepracticalactivitiesofacertaincommunity.Learningisnotonlytheactiveprocessingofthelearningcontentbytheindividual,butalsothecooperationandmutualassistanceoflearners.

Sosocialconstructivismpaysmoreattentiontothesocialandculturalmechanismsbehindlearningandknowledgeconstruction,andbelievesthattherearegreatdifferencesbetweenindividuallearningandproblemsolvingindifferentculturesanddifferentenvironments.

Basicpointofview

Viewofknowledge

Constructivismbelievesthatknowledgeisnotapurelyobjectivereflectionofreality,butonlyaninterpretationoftheobjectiveworld.,Hypothesisorhypothesis,willcontinuetochangeanddeepenwiththedeepeningofpeople'sunderstanding,andnewexplanationsandhypotheseswillappear.

Inthesolutionofspecificproblems,itisnecessarytoreprocessandrecreatetheoriginalknowledgeaccordingtothecontextofthespecificproblem.Inaddition,althoughlanguagehasgivenknowledgeacertainexternalformandhasgainedmoregeneralrecognition,itdoesnotmeanthatlearnershavethesameunderstandingofthiskindofknowledge.Becausetheunderstandingofknowledgealsorequiresindividualstoconstructbasedontheirownknowledgeandexperience,andalsodependsonthelearningprocessinaspecificcontext.

Viewonlearning

Learningistheprocessofstudentsconstructingknowledgebythemselves.Studentsdonotsimplyreceiveinformationpassively,butactivelyconstructthemeaningofknowledge.Learningisthatlearnersactivelyselect,processandprocessexternalinformationbasedontheirownexperiencebackground.Interpretationofthereceivedinformationgeneratesapersonalmeaningorownunderstanding.Theknowledgeandexperiencealreadyintheindividual'smindisdifferent,theknowledgeandexperiencemobilizedaredifferent,andtheinterpretationofthereceivedinformationisdifferent.

Viewofteaching

Teachingcannotignorethelearners’existingknowledgeandexperience,andcannotsimplyandforcefullyimplementknowledgeTheoriginalknowledgeandexperienceofthelearnerisusedasthegrowthpointofnewknowledge,guidinglearnerstoconstructnewknowledgeandexperiencefromtheoriginalknowledgeandexperience.Teachingisnotthetransferofknowledge,buttheprocessingandconversionofknowledge.Teachersandstudents,studentsandstudentsneedtoexploresomeissuestogether,andcommunicateandquestioneachotherintheprocessofexploration.

Application

Inquirylearning

Inquirylearningistheprocessofconstructingknowledgebasedonproblem-solvingactivities.Intheteachingprocess,itshouldbethroughmeaningfulproblemsituationsthatallowstudentstocontinuouslydiscoverandsolveproblemstolearnknowledgerelatedtotheproblembeingexplored,formingproblem-solvingskillsandtheabilitytolearnindependently.Inotherwords,exploratorylearningreferstoalearningmethodinwhichstudentsactivelyparticipateandexperienceactively,andformtheirownknowledgeandunderstandingthroughtheseactivities.

Scaffoldingteaching

Scaffoldingteachingmeansthatteachersorotherpeopleandlearnerscompletelearningactivitiestogethertoprovidelearnerswithexternalsupportandhelpthemcompletetasksthatcannotbecompletedindependently.Astheactivityprogresses,graduallyreduceexternalsupportandallowstudentstomoveindependentlyuntilthestentiscompletelyremovedattheend.

Situationalteaching

Teachingbasedoncontagiousrealeventsorrealproblemsiscalledsituationalteaching.Knowledgeandlearningareconnectedwithcontextualizedactivities.Studentsshouldtrytodiscover,analyze,andsolveproblemsinthecontextofrealtasks.

Cooperativelearning

Cooperativelearningreferstotheprocessofconstructingthemeaningofthelearnedknowledgethroughdiscussion,exchange,point-of-controversy,mutualcomplementationandmodification,andsharingoftheresultsofcollectivethinking.Cooperativelearningismainlybasedoninteractivecooperation(betweenteachersandstudents,betweenstudents)astheorientationofteachingactivities,andlearninggroupsasthebasicorganizationalformtojointlyachieveteachinggoals.

Relatedtheories

Culturalandhistoricaldevelopmentview

AtheoryofindividualpsychologicaldevelopmentcreatedbySovietpsychologistVygotsky.Hestartsfromtheprinciplethatthesocialityandconsciousnessofhumanproductionandlaboraretheproductsofsocietyfromthebeginning,andbelievesthatpersonalpsychologicaldevelopmentisnotonlybasedonhispersonalexperience,butalsoonhistoricalexperience—theexperienceoftheancestorsandtheexperienceofsociety——Basedontheexperienceofothers.

Vygoskidivideschilddevelopmentintonaturalroutesandsocialroutes.

Thedevelopmentunderthenaturalrouteismainlygovernedbythelawsofphysiologyandsomerelativelysimplereflexlearningprinciples,whichcorrespondstoPiaget’ssensorimotoractivityininfancy.

Thedevelopmentofchildrenunderthesociallineisbasedontheprincipleofcommunication.

Hebelievesthattheindividual’sadvancedmentalfunctions,suchasintentionalattention,logicalmemory,conceptformation,willdevelopment,andpersonalityandconsciousness,areallderivedfromsocialinteractions,whichareinsocialinteractions.Themanifestationofthepatterns,methods,andstructuresfoundinthisisthereproductionofsocialinteractions.Vygotskyemphasizestheroleoflanguagemasteryinchildren'spsychologicaldevelopment,andbelievesthattheindividual'sadvancedmentalfunctionsareregulatedbywords.Individualsreceiveandinternalizehistoricalexperienceandsocialexperiencethroughspeech,carryoutthinkingandself-awareness,planandcontroltheirownbehavior.

Therefore,heregardsspeechasatooltotransferindividualpsychologicaldevelopmentfromthenaturalroutetothesocialroute.LeonJiefuinheritedanddevelopedVygotsky'sviews.Hebelievesthat"activity"isthemostfundamental.Children'spsychologyoriginatesfromexternalactivitiesanddevelopsintheinteractionwiththeoutsideworld,especiallywithpeople.Thepsychologicaldevelopmentofchildrenisaprocessinwhichexternalactivitiesaregraduallyinternalizedintointernalpsychologicalactivities.

Purpose

Thepurposeofconstructivismistofindteachingmethodssuitableforadvancedlearning.OneoftheteachingmethodssuitableforadvancedlearningisRandomAccessInstruction."RandomMasteryTeaching"believesthatthelearningofthesamecontentmustbecarriedoutmanytimesatdifferenttimes,eachtimethesituationisreorganized,andthepurposeisdifferentanddifferentaspectsoftheproblemarefocused.Thiskindofrepetitionisbynomeansasimplerepetitiontoconsolidateknowledgeandskills,becausetherewillbedifferencesinthecontextofeachlearning,andthiswillenablelearnerstogainanewunderstandingofconceptualknowledge.Thiskindofteachingavoidsabstractlytalkingaboutthegeneralapplicationofconcepts,butconcretestheconceptsintocertaininstancesandconnectsthemwithspecificsituations.Theteachingofeachconceptmustcoversufficientexamples(variations)toillustratethemeaningofdifferentaspects,andeachexamplemayinvolveotherconceptsatthesametime.Inthiskindoflearning,learnerscanformamulti-angleunderstandingofconceptsandconnectwithspecificsituationstoformbackgroundexperiences.Thiskindofteachingishelpfulforlearnerstoconstructschemasforguidingproblemsolvingaccordingtospecificsituations.ItcanbeseenthatthiskindofthinkingisconsistentwithBruner'sthinkingontrainingdiversity,anditisanin-depthdevelopmentofthiskindofthinking.

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