A. subjects
B. objectives
C. The theme of teaching
D. the theme of learning
Answer: b
The representative of structuralist curriculum theory is ().
A. Dewey
B. miliary rash
C. bruner
D. keboqu
Answer: c
Question 2: Who is the representative of the curriculum theory of subject structuralism?
J.S. Bruner Bruner is a structuralist. He was deeply influenced by Piaget, a structuralist psychologist. His teaching theory is closely related to Piaget in both thought and content. It was established on the basis of absorbing and developing Piaget's psychological research results. His theory not only puts forward the questions of what to learn (teach), when to learn (teach) and how to teach (learn), but also gives satisfactory answers to these questions under the guidance of structuralism, and puts forward the idea of learning early in basic disciplines, mastering the basic structure of disciplines and widely applying discovery method.
The main background is that American education lags behind the development of science and technology, and the voice of educational reform is rising. The United States has become an economic power, but its defeat in many aspects, including the Korean War, has prompted Americans to reflect on all aspects of social life, including education. 1957 Soviet satellite is in the sky
Question 3: What is Structuralist Curriculum Mode A?
Rogers' humanistic education school advocates non-guiding teaching.
Question 4: What are the three schools of learning theory that structuralism teaching theory holds that the representation forms of knowledge structure mainly include behaviorism theory, cognitivism theory and constructivism theory? Behaviorism holds that the key factors of knowledge accumulation are * * *, reaction and their relationship. Learning is to establish the connection between * * * and reaction through reinforcement. The teaching goal of behaviorism is to make students respond correctly to * * * *, break down the learning materials into several small steps that can be mastered in order, and give feedback at each step to help students complete their final learning goals. Main representative theories: Thorndike's connectionism, Skinner's operating conditions, etc. Cognitive theory holds that the learning process is the process of information processing. The teaching goal of cognitivism is to help learners acquire things and their characteristics, and internalize external objective things (knowledge and its structure) into their internal cognitive structure. Compared with behaviorism, the focus is on the thinking process that causes behavior, not the behavior itself. Cognitive theory emphasizes that learners' existing cognitive structure must be understood in teaching design, and then corresponding teaching should be designed. Main representative theories: Bruner's discovery learning, Ausubel's meaningful learning theory, etc. Constructivism holds that knowledge is not acquired by teachers, but by learners in a certain situation, that is, social and cultural background, with the help of others (including teachers and learning partners) and necessary learning materials, through the way of meaning construction. Therefore, constructivist learning theory holds that "situation", "cooperation", "conversation" and "meaning construction" are the four major elements in the learning environment. Constructivists not only oppose the mechanical reflection theory of behaviorism, but also resent the objective empiricism of cognitivism. It is believed that individual knowledge is neither pre-generated nor completely derived from experience, but from the interaction between subject and object. Constructivism emphasizes that it is one of the important contents of teaching design to create a situation conducive to students' constructing meaning. The main representatives of constructivism are Dewey, Piaget and Vygotsky.
Question 5: What are the three theoretical points of knowledge structure representation of structuralist teaching theory?
1. Mastering the basic structure of the subject is the center of the teaching process.
Knowing the basic principles can make this subject easier to understand.
"Foundation" refers to the foundation for acquiring extensive new knowledge;
"Structure" refers to the basic concepts, principles and interrelationships.
There are two kinds of transfer in learning: special transfer and principled attitude transfer.
Storing in memory in a simplified way can make the memory have the characteristics of "regeneration".
2. Promote early learning.
Any subject can be effectively taught in a rational way at any stage of development.
Any student. Delaying important teaching on the grounds of difficulties often wastes students.
Precious time.
3. Four principles of teaching principles:
A motivation principle-the external motivation to meet social needs and desires is short-lived.
Intrinsic motivation can play a long-term role.
Curiosity, ability and desire to help each other are the three basic intrinsic motivations of learning.
Three things should be done well in the implementation:
(1) activation work: design a study topic with the most suitable uncertainty.
Ambiguous situations are most likely to arouse students' curiosity.
(2) Maintenance: If exploration activities are stimulated, it must be maintained.
It depends on the control of the teaching process. In order to convince students that success can surpass failure,
It is necessary to cultivate self-confidence in learning and the ability to make independent decisions and actions.
(3) Directional work: focus on completing the main aspects of the learning project.
B structure principle-the best way to organize knowledge is to establish knowledge structure.
There are three forms of knowledge structure:
(1) performance: a group of actions;
(2) Portrait: sketch, knowledge tree and system diagram;
(3) Symbol: Symbol.
The above respectively reflect the reproducibility, economy and effectiveness of the structure.
C program principle ―― The order of materials that students encounter when learning knowledge is the order of teaching.
Deal with the internal relationship between teaching materials and students' wisdom development and determine the most effective order.
Question 6: Constructivism theory, constructivism teaching theory and constructivism learning theory have the same meaning, but not the same meaning. Please refer to Encyclopedia Constructivism for details.
Question 7: Bruner's structural curriculum theory: Re-understanding of Bruner's structural curriculum theory.
Li Tao Jiang Junjie
1. The main idea of Bruner's structuralist curriculum theory
(1) The basic point of innovative curriculum theory is: "No matter what subject we choose to teach, we should let students understand the basic structure of the subject". Basic is universal and powerful applicability: structure is a concept, principle or law that reflects the essence of things, and basic structure is a basic concept, principle or law that helps students understand, remember and transfer.
(2) Choose spiral courses, break the boundary of the same subject between primary and secondary schools and universities, and emphasize the early learning of basic subjects. Course arrangement can be divided into two types: linear and spiral. Linearity refers to completing one course at a time. Spiral is a course whose depth, breadth and difficulty vary with students of different grades. It puts forward the bold assumption that "any subject can be taught to children at any stage of development in the right way".
(3) Use the method of discovery to develop students' intuitive thinking ability and cultivate students' interest in learning materials. Emphasis is placed on learning the basic structure of the subject by means of discovery, and on cultivating students' best motivation-interest.
Bruner's theory not only reflects the new achievements of natural science and academia, but also embodies the bold assumption of the nature of educational experience. Today, it is also a positive measure to deal with the new situation of "knowledge explosion", which has a strong spirit of the times and scientific basis and value.
2. Reflection on Bruner's structuralist curriculum theory in the era of knowledge economy.
Knowledge and technology have become the core of economic growth and social development, and the production, dissemination and application of knowledge have become the key. The concept of "knowledge" in knowledge economy at least includes knowledge about facts. Principles and legal knowledge; About operational capacity; Management knowledge and ability. The latter two kinds of knowledge can be obtained mainly through practice. This brand-new view of knowledge urges us to rethink Bruner's curriculum theory.
(1) Improve the quality of the course, stimulate students' interest in learning itself, and transform what we want to talk into a form that adapts to children's thinking, so that students have a sense of freshness. Interest is an internal psychological factor that can be transformed into learning motivation, with strong driving force, long duration and lasting effect. It enables students to transform external educational requirements into their own educational needs, and then internalize them into their own quality and personality, thus achieving educational goals.
(2) Improve the learning atmosphere, attach importance to natural science and technology education, and let students master endless knowledge as much as possible in a limited number of years. The general knowledge of each subject is limited and the special knowledge is infinite, so we should choose the basic knowledge and principles of the subject. When students master it, they can master a lot of knowledge in an outline, and then master the subject.
The "knowledge" of knowledge economy includes both knowledge and ability, as well as science and technology; Science includes natural science and social science. What people care about in this era is the productivity of knowledge, that is, the efficiency of transforming scientific knowledge into products and technologies. Primary and secondary schools should make students pay attention to natural science learning and technology acquisition. Ignoring the concept of cultivating students' operational skills and management quality will affect the teaching effect and students' development.
(3) Improve the evaluation mechanism, strengthen students' learning motivation through discovery, and improve teaching efficiency. Bruner believes that it is not appropriate to pay too much attention to external factors such as reward and competition, because this kind of reinforcement can stimulate a special action and lead to repetition, but it is unfavorable for students to form a useful world model for a long time. Bruner admitted that the reward system played a certain role in learning, but he emphasized the importance of internal rewards. He believes that teaching should focus on students' cognitive activities, create appropriate problem situations for them, stimulate their curiosity and thirst for knowledge, and let them take the initiative to discover and explore, thus enhancing their motivation for subsequent learning activities in the experience of success and failure. External rewards and competition should be used carefully, because there are many negative effects.
Bruner believes that discovery method is a useful attempt to reasonably transform scientific research methods and introduce them into primary and secondary school teaching, which fully respects students' individual subjective initiative and is also an effective means to cultivate students' innovative consciousness and ability. Teachers create certain educational situations for students through discovery method, and guide students to actively enter the learning situation, which in itself can promote students' pursuit of new knowledge. Students' confusion and cognitive conflict will produce curiosity about knowledge; Through questioning and questioning, students can learn a variety of ways of thinking; You can also cultivate the youth league in modern society ... >>
Question 8: The difference between behaviorism analysis and structuralism analysis. In the process of development, behaviorism, connectionism and constructivism have the greatest influence on instructional design. It is these three learning theories that have become the theoretical standards for dividing three generations of instructional design and guiding its development. As American educational technology experts Barbara Sears and Rita Ricci said, "Instructional design is deeply rooted in learning theory. From the traditional point of view, behaviorism is dominant in the application of instructional design. Today, this field emphasizes the application of cognitive psychology, and many people regard constructivism as a further guiding principle. "
(A) Behaviorist learning theory
Behaviorism is the schools of psychology founded by American psychologist Watson in the 1920s. Its basic views are: education is to shape people's behavior according to certain goals; Learning is to strengthen the connection between * * * and reaction. The formula is: s → r (* * → reaction). There is a direct connection between * * and there is no intermediary reaction.
Skinner, an American economist of new behavioral psychology in the 1940s and 1950s, had the greatest influence on behaviorism research. The main points are as follows:
(1) Education is "shaping people's behavior".
(2) Theory of operating conditions. Through experiments, he found a spontaneous reflex that is not directly related to the known * * * but can be triggered by an operable action (instead of a reactive conditioned reflex directly triggered by the known * * *), thus finding an operable and controllable mechanism for human learning.
(3) Reinforcement theory of reaction probability. Learning is the change of response probability (accuracy-firmness-speed) caused by * * *, and reinforcement is the means to enhance this response probability.
(4) Procedural teaching method. He applied the theory of operant conditioning to create a "teaching machine" and advocated the program teaching of "small steps forward, positive response, timely feedback, self-paced and improved effect", which triggered the program teaching movement in the 1960s.
The first attempt of the first generation of instructional design (ID 1) began with program teaching based on behavior-oriented learning theory. At first, it was the design of teaching machines and individual media. Later, it gradually expanded to various media and even the whole teaching process and the design of educational projects. Since 1970s, it has been widely used to guide the instructional design of computer-aided instruction. It can be said that behaviorism learning theory occupied a dominant position in the teaching design in the 1960s and 1970s.
The theoretical guidance of behaviorism learning theory to ID 1 is mainly realized by emphasizing the principle of external objectivity. It regards the teacher's "teaching" as an objective thing, and puts it in the position of "S" in S→R, while learners are placed in the position of "R" that accepts * * * and reacts passively. Based on this, ID 1 puts teachers' "teaching" at the center of teaching design, while learners are in the position of being taught and controlled.
Because behaviorism learning theory adapts to the needs of traditional teaching methods and has obvious application effects in the teaching of motor skills such as listening, speaking, reading, writing, drawing, calculating, walking and doing, ID 1 under the guidance of behaviorism learning theory is still full of vitality in the teaching of some motor skills where traditional teaching methods prevail today. However, due to the inherent mechanical, passive and inefficient nature of behaviorism learning theory, it is difficult to learn complex things; In particular, its neglect of learners and their learning enthusiasm and initiative directly runs counter to the development of science, technology and education. Therefore, cognitive learning theory and the second generation instructional design (ID2) under its guidance have developed rapidly.
(B) Cognitive learning theory and ID2
According to the theory of cognitive learning, learning is not directly and mechanically linked by S→R, but is realized by learners' subjective initiative. On the basis of adhering to this basic view, cognitive learning theory is divided into different schools, such as gestalt, contact-cognition, constructivism and so on. Among them, the Connectivity-Cognitive School, which was born in 1970s and represented by American psychologist Gagne, was recognized by more teachers and learners because it combined the advantages of behaviorism "Connectivity" learning theory and cognitive learning theory, and became the representative school of cognitive learning theory in 1970s and 1990s. The main points are as follows:
Learning is to change behavior. Whether learning takes place can be inferred by the change of behavior performance, and the learning goal can be described by accurate behavior terms. This provides a theoretical basis for the design of ID2 to check the learning effect and obtain feedback information through practice, questioning, observation and testing, and also provides a method for the description of learning objectives.
2. Learning is inseparable from inside and outside ... >>