Konstruktivistická teorie

Teoretický úvod

Schéma, asimilace, soulad, rovnováha

Assimilationreferstotheprocessoffilteringorchangingthestimulusinputbythelearningindividual.Thatistosay,whentheindividualfeelsstimuli,heincorporatesthemintotheoriginalschemainhismind,makingitapartofhimself.

Adaptationreferstotheprocessofreorganizationandtransformationofchildren’scognitivestructurecausedbychangesintheexternalenvironmentandtheoriginalcognitivestructurecannotassimilatetheinformationprovidedbythenewenvironment.Theprocessofchangeundertheinfluenceofexternalstimuli.

Balancereferstotheprocessinwhichindividuallearnersmakethecognitivedevelopmentfromoneequilibriumstatetoanotherthroughtheself-regulationmechanism.

Dějiny vývoje konstruktivismu

Hlavními představiteli teorie konstruktivismu jsou: Piaget (J.Piaget), Kohlberg (O. Kernberg), Sternberg (RJsternberg), Katz (D. Katz), Vygotsky (Vogotsgy).

J.Piagetisoneofthemostinfluentialpsychologistsinthefieldofcognitivedevelopment.Theschoolhefoundedonchildren'scognitivedevelopmentiscalledtheGenevaSchool.Piaget’sbasicviewofconstructivismisthatchildrengraduallyconstructknowledgeabouttheexternalworldintheprocessofinteractingwiththesurroundingenvironment,soastodeveloptheirowncognitivestructure.Theinteractionbetweenchildrenandtheenvironmentinvolvestwobasicprocesses:"assimilation"and"adaptation".Assimilationreferstotheprocessbywhichindividualsintegratetheinformationprovidedbyexternalstimuliintotheiroriginalcognitivestructure;adaptationreferstotheprocessbywhichindividuals'cognitivestructurechangesduetotheinfluenceofexternalstimuli.Assimilationistheexpansionofthenumberofcognitivestructures,andadaptationisthechangeinthenatureofcognitivestructures.Thecognitiveindividualachievesbalancewiththesurroundingenvironmentthroughthetwoformsofassimilationandadaptation:whenthechildcanusetheexistingschematoassimilatenewinformation,heisinabalancedcognitivestate;andwhentheexistingschemacannotWhenassimilatingnewinformation,thebalanceisdestroyed,andtheprocessofmodifyingorcreatinganewschema(adaptation)istheprocessoffindinganewbalance.Children'scognitivestructureisgraduallyconstructedthroughtheprocessofassimilationandadaptation,andiscontinuouslyenriched,improvedanddevelopedinthecycleof"balance-imbalance-newbalance".

OnthebasisofPiaget’s"cognitivestructuretheory",O.Kernberghasmadefurtherresearchonthenatureanddevelopmentconditionsofcognitivestructure;SternBerg(RJsternberg)andKatz(D.Katz)andothersemphasizedthekeyroleofindividualinitiativeintheprocessofconstructingcognitivestructure,andmadeseriousexplorationsonhowtoexertindividualinitiativeinthecognitiveprocess;The"CulturalandHistoricalDevelopmentTheory"putforwardbyVogotsgyemphasizestheroleofthesocial,culturalandhistoricalbackgroundofthelearnerinthecognitiveprocess,andputsforwardthetheoryofthe"recentdevelopmentzone".Vygotskybelievesthatindividuallearningiscarriedoutunderacertainhistorical,socialandculturalbackground,andsocietycanplayanimportantroleinsupportingandpromotingindividuallearninganddevelopment.Vygotskydistinguishestwolevelsofindividualdevelopment:theactuallevelofdevelopmentandthepotentiallevelofdevelopment.Theactuallevelofdevelopmentreferstothelevelthatanindividualcanachievebyindependentactivities,whilethepotentiallevelofdevelopmentreferstothelevelofindividualThelevelofactivitythatcanbeachievedwiththehelpofhismatureindividual,theareabetweenthesetwolevelsisthe"zoneofnearestdevelopment."Onthisbasis,theVereiroSchoolheadedbyVygotskyhasthoroughlystudiedtheimportantroleof"activity"and"socialcommunication"inthedevelopmentofhumanadvancedpsychologicalfunctions.Allthesestudieshavefurtherenrichedandperfectedthetheoryofconstructivism,andcreatedconditionsforpracticalapplicationintheteachingprocess.

Thecontentofconstructivismtheoryisveryrich,butitscorecanbesummarizedinonesentence:student-centered,emphasizingstudents'activeexplorationofknowledge,activediscoveryandactiveconstructionofthemeaningoftheknowledgelearned(Insteadofjusttransferringknowledgefromtheteacher’smindtothestudent’snotebook,asintraditionalteaching).Thestudent-centeredemphasisison"learning";theteacher-centeredemphasisison"teaching".Thisisthemostfundamentalpointofdivergencebetweenthetwoeducationalthoughtsandteachingconcepts,fromwhichtwoopposinglearningtheories,teachingtheoriesandteachingdesigntheorieshavebeendeveloped.Becausethelearningenvironmentrequiredbyconstructivismisstronglysupportedbythelatestinformationtechnologyachievements,thetheoryofconstructivismisincreasinglyintegratedwiththeteachingpracticeofteachers,andithasbecometheguidingideologyofdeepeningteachingreforminschoolsathomeandabroad.

Teorie učení

Konstruktivistická teorie učení

Constructivismoriginatesfromthetheoryofchildren’scognitivedevelopment,becausetheindividual’scognitivedevelopmentiscloselyrelatedtothelearningprocessTherefore,theuseofconstructivismcanbetterexplainthecognitivelawsofthehumanlearningprocess,thatis,itcanbetterexplainhowlearningoccurs,howmeaningisconstructed,howconceptsareformed,andwhatmajorfactorsshouldbeincludedinanideallearningenvironment,andsoon.Inshort,undertheguidanceofconstructivism,asetofnewandmoreeffectivecognitivelearningtheoriescanbeformed,andamoreidealconstructivistlearningenvironmentcanberealizedonthisbasis.

Základní obsah konstruktivní teorie učení lze provést ze dvou hledisek: „význam učení“ (to znamená „co se učit“) a „metoda učení“ (to znamená „jak se učit“).

O významu učení

Constructivismbelievesthatknowledgeisnotimpartedbyteachers,butlearnersinacertaincontext,thatis,thesocialandculturalbackground,Learningistheprocessofacquiringknowledgewiththehelpofothers(includingteachersandlearningpartners),usingnecessarylearningmaterials,andobtainingitthroughmeaningconstruction.Sincelearningisaprocessofmeaningconstructionachievedthroughinterpersonalcollaborationactivitieswiththehelpofotherpeopleinacertaincontext,thatis,asocialandculturalbackground,theconstructivistlearningtheorybelievesthat“situation”,“collaboration”,“conversation”and"Senseconstruction"isthefourmajorelementsorattributesinthelearningenvironment."Context":Thecontextinthelearningenvironmentmustbeconducivetotheconstructionofthemeaningofthecontentlearnedbythestudents.Thisputsforwardnewrequirementsforinstructionaldesign.Inotherwords,inaconstructivistlearningenvironment,instructionaldesignmustnotonlyconsidertheanalysisofteachingobjectives,butalsoconsiderthecreationofsituationsthatareconducivetotheconstructionofmeaningforstudents,andlookatthecreationofsituations.Workisoneofthemostimportantcontentsofinstructionaldesign."Collaboration":Collaborationoccursthroughoutthelearningprocess.Collaborationplaysanimportantroleinthecollectionandanalysisoflearningmaterials,theformulationandverificationofhypotheses,theevaluationoflearningresults,andthefinalconstructionofmeaning."Conversation":Conversationisanindispensablepartofthecollaborationprocess.Themembersofthestudygroupmustdiscusshowtocompletetheprescribedlearningtaskplanthroughconversation;inaddition,thecollaborativelearningprocessisalsoaconversationprocess,inthisprocess,eachlearner'sthinkingresults(wisdom)aresharedbytheentirelearninggroup,soConversationisoneoftheimportantmeanstoachievemeaningconstruction."Senseconstruction":Thisistheultimategoaloftheentirelearningprocess.Themeaningtobeconstructedrefersto:thenatureandlawsofthingsandtheinternalconnectionsbetweenthings.Tohelpstudentsconstructmeaninginthelearningprocessistohelpstudentsachieveadeeperunderstandingofthenatureandlawsofthethingsreflectedinthecurrentlearningcontentandtheinternalconnectionsbetweenthethingsandotherthings.Thelong-termstorageformofthisunderstandinginthebrainistheaforementioned"schema",whichisthecognitivestructureofwhatiscurrentlybeinglearned.Fromthemeaningof"learning"mentionedabove,itcanbeseenthatthequalityoflearningisafunctionofthelearner'sabilitytoconstructmeaning,notafunctionofthelearner'sabilitytoreproducetheteacher'sthinkingprocess.Inotherwords,theamountofknowledgeacquireddependsonthelearner’sabilitytoconstructthemeaningoftheknowledgebasedonhisownexperience,ratherthanonthelearner’sabilitytomemorizeandrecitewhattheteacherteaches.

O metodách učení

Constructivismadvocateslearner-centeredlearningundertheguidanceofteachers,thatis,itemphasizeslearnersTheroleofthecognitivesubjectofthecognitiondoesnotneglecttheguidingroleoftheteacher.Theteacheristhehelperandpromoterofmeaningconstruction,ratherthantheimparterandindoctrinatorofknowledge.Studentsarethemainbodyofinformationprocessingandtheactiveconstructorofmeaning,ratherthanthepassiverecipientsandindoctrinatedobjectsofexternalstimuli.Tobecomeactivebuildersofmeaning,studentsarerequiredtoplayamajorroleinthelearningprocessfromthefollowingaspects:

(1)Useexplorationanddiscoverymethodstoconstructthemeaningofknowledge;

(2)Intheprocessofconstructingmeaning,studentsarerequiredtoactivelycollectandanalyzerelevantinformationandmaterials,putforwardvarioushypothesesandtrytoverifytheproblemstheyarelearning;

(3)Trytoconnectthethingsreflectedinthecurrentlearningcontentwiththethingsyoualreadyknow,andthinkaboutthisconnectionseriously."Connecting"and"thinking"arethekeytomeaningconstruction.Iftheprocessofconnectionandthinkingcanbecombinedwiththenegotiationprocess(thatis,theprocessofcommunicationanddiscussion)incollaborativelearning,studentswillbemoreefficientinconstructingmeaningandbetterinquality.Therearetwotypesofnegotiation:"self-negotiation"and"mutualnegotiation"(alsocalled"internalnegotiation"and"socialnegotiation").Self-negotiationreferstoarguingwithoneselfaboutwhatiscorrect;mutualnegotiationreferstothemutualnegotiationwithinthestudygroupDiscussionanddebate.

Ifateacherwantstobeahelperforstudentstoconstructmeaning,teachersarerequiredtoplayaguidingroleintheteachingprocessfromthefollowingaspects:

(1)Stimulatestudents’interestinlearningandhelpStudentsformlearningmotivation;

(2)Helpstudentsconstructthemeaningofcurrentknowledgebycreatingcontextsthatmeettherequirementsofteachingcontentandpromptingtheconnectionbetweennewandoldknowledge;

(3)Inordertomakemeaningconstructionmoreeffective,teachersshouldorganizecollaborativelearning(conductdiscussionsandexchanges)whenpossible,andguidethecollaborativelearningprocesstodevelopinadirectionthatisconducivetomeaningconstruction.Guidancemethodsinclude:askingappropriatequestionstoarousestudents’thinkinganddiscussion;tryingtodeepentheproblemstepbystepinthediscussiontodeepenthestudents’understandingofthecontent;inspiringandinducingstudentstodiscovertherulesandcorrectthembythemselvesAndsupplementthewrongorone-sidedunderstanding.

Výuka Myšlenky

Theteachingthoughtscontainedinconstructivismaremainlyreflectedintheviewofknowledge,theviewoflearning,theviewofstudents,thepositioningandroleofteachersandstudents,thelearningenvironmentandteachingprinciples,etc.6aspects.

Konstruktivistický pohled na znalosti

(1)Knowledgeisnotapurelyobjectivereflectionofreality,norisanykindofsymbolsystemthatconveysknowledgeAbsolutelytruerepresentation.Itisjustanexplanation,hypothesisorhypothesisoftheobjectiveworldbypeople.Itisnotthefinalanswertothequestion.Itwillinevitablyundergocontinuoustransformation,sublimationandrewritingaspeople'sunderstandingdeepens,andnewexplanationsandhypotheseswillappear.

(2)Knowledgecannotsummarizethelawsoftheworldabsolutelyandaccurately,andprovidepracticalmethodsforanyactivityorproblemsolving.Inthesolutionofspecificproblems,knowledgecannotbeaccurateandeffectivewhenused.Instead,theoriginalknowledgeneedstobereprocessedandrecreatedaccordingtothesituationofthespecificproblem.

(3)Knowledgecannotexistoutsidetheindividualintheformofanentity.Althoughacertainexternalformisgiventoknowledgethroughlanguage,andithasgainedmoregeneralrecognition,thisdoesnotmeanlearningThereadershavethesameunderstandingofthiskindofknowledge.Realunderstandingcanonlybeconstructedbylearnersthemselvesbasedontheirownexperiencebackground,anddependsontheprocessoflearningactivitiesunderspecificcircumstances.Otherwise,itisnotcalledcomprehension,butrotememorizationorrotelearning,whichispassivecopyinglearning.

Konstruktivistický pohled na učení

(1)Learningisnotaprocessinwhichteacherssimplytransferknowledgetostudents,butisaprocessbywhichstudentsconstructknowledgethemselves.Studentsdonotsimplyreceiveinformationpassively,butactivelyconstructthemeaningofknowledge.Thisconstructioncannotbereplacedbyothers.

(2)Learningisnottopassivelyreceiveinformationstimulation,buttoactivelyconstructmeaning.Itistoactivelyselect,processandprocessexternalinformationaccordingtoone'sownexperiencebackground,soastoobtainone'sownmeaning.Externalinformationitselfhasnomeaning.Themeaningisconstructedbylearnersthroughtherepeatedandtwo-wayinteractionprocessbetweennewandoldknowledgeandexperience.Therefore,learningisnotlikethe"stimulusresponse"describedbybehaviorism.

(3)Theacquisitionoflearningmeaningisthateachlearnerre-recognizesandencodesnewinformationbasedonhisownoriginalknowledgeandexperience,andconstructshisownunderstanding.Inthisprocess,thelearner'soriginalknowledgeandexperienceareadjustedandchangedduetotheentryofnewknowledgeandexperience.

(4)Assimilationandadaptationaretwowaysorwaysthatlearners'cognitivestructurechanges.Assimilationisthequantitativechangeofcognitivestructure,whileadaptationisthequalitativechangeofcognitivestructure.Assimilation-Adaptation-Assimilation-Adaptation...cyclical,balance-imbalance-balance-imbalance,mutualalternation,thedevelopmentofhumancognitivelevel,issuchaprocess.Learningisnotasimpleaccumulationofinformation,butmoreimportantly,itcontainstheconflictbetweenoldandnewknowledgeandexperience,andthereorganizationofthecognitivestructurecausedbythis.Thelearningprocessisnotsimpleinformationinput,storageandextraction,butatwo-wayinteractionprocessbetweennewandoldknowledgeandexperience,thatis,theprocessofinteractionbetweenthelearnerandthelearningenvironment.

Konstruktivistický pohled studentů

(1)Constructivismemphasizesthatlearnersdonotenterthelearningsituationwiththeirheadsempty.Indailylifeandvariousformsoflearninginthepast,theyhaveformedrelevantknowledgeandexperience,andtheyhavetheirownviewsoneverything.Eveniftherearesomeproblemstheyhaveneverbeenincontactwithandthereisnoready-madeexperiencetolearnfrom,butwhentheproblemispresentedtothem,theywillstillformanexplanationoftheproblembasedontheirpastexperienceandrelyontheircognitiveabilities,andputforwardtheirownideas.Hypothesis.

(2)Teachingcannotignorethelearners’existingknowledgeandexperience,andsimplyandforcefullyimplementknowledge"filling"oflearnersfromtheoutside,butshouldtakethelearners’originalknowledgeandexperienceasnewThegrowthpointofknowledgeguideslearnerstogrownewknowledgeandexperiencefromtheoriginalknowledgeandexperience.Teachingisnotthetransferofknowledge,buttheprocessingandconversionofknowledge.Teachersarenotonlythepresenterofknowledge,notasymbolofknowledgeauthority,butshouldattachimportancetostudents'ownunderstandingofvariousphenomena,listentotheircurrentviews,thinkabouttheoriginoftheirideas,andusethisasabasistoguidestudentstoenrichoradjustOwnexplanation.

(3)Teachersandstudents,studentsandstudentsneedtoexploresomeproblemstogether,andcommunicateandquestioneachotherintheprocessofexploration,andunderstandeachother'sideas.Duetotheinevitabledifferencesinexperiencebackground,learners'viewsandunderstandingoftheproblemareoftenvastlydifferent.Infact,inthestudentcommunity,thesedifferencesthemselvesareavaluablephenomenonresource.Althoughconstructivismattachesgreatimportancetoindividualself-development,hedoesnotdenyexternalguidance,thatis,theinfluenceofteachers.

Úloha a funkce učitelů a studentů

(1)Theroleofteachersisaloyalsupporterofstudents'knowledgeconstruction.Theroleoftheteacherhaschangedfromthetraditionalauthorityofknowledgetransfertothetutorofstudentlearning,becomingtheseniorpartnerorcollaboratorofstudentlearning.Teachersshouldprovidestudentswithcomplexrealquestions.Notonlymusttheydevelopordiscovertheseproblems,buttheymustalsorecognizethattherearemultipleanswerstocomplexproblems,andencouragestudentstohavemultipleviewsonproblemsolving.Thisisobviouslyincloseagreementwiththepurposeofcreativeteachingactivities.Teachersmustcreateagoodlearningenvironmentinwhichstudentscanstarttheirlearningthroughexperiments,independentexploration,cooperativelearning,etc.Teachersmustensureabalancebetweenlearningactivitiesandlearningcontent.Teachersmustprovidestudentswithmetacognitivetoolsandpsychologicalmeasurementtools,cultivatestudents'criticalcognitiveprocessingstrategies,andconstructtheirownmentalmodelsofknowledgeandunderstanding.Teachersshouldrecognizethatteachinggoalsincludecognitivegoalsandemotionalgoals.Teachingisaprocessofgraduallyreducingexternalcontrolandincreasingstudents'self-controlledlearning.

(2)Ifteacherswanttobeactivehelpersandguidesforstudentstoconstructknowledge,theyshouldstimulatestudents'interestinlearning,andarouseandmaintainstudents'learningmotivation.Bycreatingscenariosthatmeettherequirementsoftheteachingcontentandcluesthatsuggesttheconnectionbetweenthenewandtheoldknowledge,ithelpsstudentsconstructthemeaningofthecurrentknowledge.Inordertomakestudents'meaningconstructionmoreeffective,teachersshouldorganizecollaborativelearningasmuchaspossible,launchdiscussionsandexchanges,andguidethecollaborativelearningprocesstodevelopinadirectionthatisconducivetomeaningconstruction.

(3)Theroleofstudentsistobeanactiveparticipantinteachingactivitiesandanactivebuilderofknowledge.Constructivismrequiresstudentstofacecomplexreal-worldsituationsandcompletetasksincomplexreal-worldsituations.Therefore,studentsneedtoadoptanewlearningstyleandnewcognitiveprocessingstrategiestoformthattheyareknowledgeableandunderstandable.Thementalmodeloftheconstructor.Constructivistteachingrequiresstudentstotakeonmoreopportunitiestomanagetheirownlearningthantraditionalteaching;teachersshouldpayattentiontokeepingtheopportunitiesalwaysinthe"student'srecentdevelopmentzone"proposedbyVygotsky,andprovidestudentswithcertainguidance.

Studentsshoulduseexplorationanddiscoverytoconstructthemeaningofknowledge.Intheprocessofconstructingmeaning,studentsarerequiredtoactivelycollectandanalyzerelevantinformation,putforwardvarioushypothesesontheproblemstheyhavelearned,andtrytoverifythem.Wemustbegoodatlinkingthecurrentlearningcontentwithourownknowledgeandexperienceasmuchaspossible,andcarefullyconsiderthislink.Connectionandthinkingarethekeytomeaningconstruction.Itsbesteffectistointegratewiththenegotiationprocess.

Konstruktivistické vzdělávací prostředí

Constructivismbelievesthattheknowledgeoflearnersisthehelpofothersundercertaincircumstances,suchaspeopleandpeopleCollaboration,communication,useofnecessaryinformation,etc.,areobtainedthroughtheconstructionofmeaning.Theideallearningenvironmentshouldincludefourparts:context,collaboration,communicationandmeaningconstruction.

(1)Context,thecontextinthelearningenvironmentmustbeconducivetotheconstructionofthemeaningofthelearner'scontent.Ininstructionaldesign,creatingacontextthatfacilitatestheconstructionofmeaningforlearnersisthemostimportantlinkoraspect.

(2)Collaborationshouldrunthroughtheentirelearningactivityprocess.Thecollaborationbetweenteachersandstudents,andbetweenstudentsandstudentsplaysaveryimportantroleinthecollectionandanalysisoflearningmaterials,theformulationandverificationofhypotheses,theself-feedbackofthelearningprocess,theevaluationoflearningresults,andthefinalconstructionofmeaning.Collaborationisasenseofnegotiationinacertainsense.Negotiationmainlyincludesself-negotiationandmutualnegotiation.Self-negotiationmeansthatoneselfandoneselfrepeatedlydiscusswhatismorereasonable;mutualnegotiationmeansthediscussion,discussionanddebatewithinthestudygroup.

(3)Communicationisthemostbasicwayorlinkintheprocessofcollaboration.Forexample,themembersofthelearninggroupmustdiscusshowtocompletetheprescribedlearningtaskstoachievethegoalofmeaningconstructionthroughcommunication,andhowtoobtainmoreguidanceandhelpfromteachersorothers.Infact,theprocessofcollaborativelearningisaprocessofcommunication.Inthisprocess,theideasofeachlearneraresharedbytheentirelearninggroup.Communicationisavitalmeanstopromotethelearningprocessofeachlearner.

(4)Meaningconstructionistheultimategoaloftheteachingprocess.Themeaningofitsconstructionreferstothenatureandlawsofthingsandtheinternalconnectionsbetweenthings.Tohelpstudentsconstructmeaninginthelearningprocessistohelpstudentsachieveadeeperunderstandingofthenatureandlawsofthingsreflectedinthecurrentlearningcontentandtheinternalconnectionsbetweenthethingsandotherthings.

Vyučovací princip konstruktivismu

(1)Putalllearningtasksinthelearninginordertobeabletoadapttotheworldmoreeffectively.

(2)Theteachinggoalsshouldbeconsistentwiththegoalsinthestudents'learningenvironment,andtheproblemsidentifiedbytheteachershouldmakethestudentsfeelthattheyaretheirownproblems.

(3)Designrealtasks.Realactivityisanimportantfeatureofthelearningenvironment.Thatis,realtasksanddailyactivitiesorpracticesshouldbeusedinclassroomteachingtointegratemultiplecontentorskills.

(4)Thedesigncanreflectthecomplexenvironmentinwhichstudentsengageineffectiveactionsaftertheendofthestudy.

(5)Givestudentstheautonomytosolveproblems.Teachersshouldstimulatestudents'thinkingandinspirethemtosolveproblemsontheirown.

(6)Designalearningenvironmentthatsupportsandstimulatesstudents’thinking.

(7)Encouragestudentstotesttheiropinionsinthesocialcontext.

(8)Supportstudentstoreflectonwhattheyhavelearnedandthelearningprocess,developstudents’self-controlskills,andbecomeindependentlearners.

Modelová metoda

Theteachingmodelthatiscompatiblewiththeconstructivistlearningtheoryandtheconstructivistlearningenvironmentis:"Student-centered,intheentireteachingprocessbytheteacherastheorganizer,Theroleofinstructor,helperandfacilitator,usingcontext,collaboration,conversationandotherlearningenvironmentelementstogivefullplaytotheinitiative,enthusiasmandinitiativeofstudents,andultimatelyachievethepurposeofeffectivelyconstructingthemeaningofthecurrentknowledge."Inthismodel,studentsaretheactiveconstructorsofthemeaningofknowledge;teachersaretheorganizers,instructors,helpersandfacilitatorsofmeaningconstructionintheteachingprocess;theknowledgeprovidedbytextbooksisnolongerthecontenttaughtbyteachers.Itistheobjectthatstudentsactivelyconstructmeaning;themediaisnolongerameansandmethodtohelpteachersimpartknowledge,butisusedtocreatesituations,collaborativelearningandconversationalcommunication,thatis,asacognitivetoolforstudentstolearnactivelyandcollaborativelyexplore.Obviously,onthisoccasion,thefourelementsofteachers,students,teachingmaterials,andmediahavecompletelydifferentrolesandrelationshipswitheachothercomparedwithtraditionalteaching.However,theserolesandrelationshipsarealsoveryclearandveryclear,andthusbecomeanotherstablestructuralformoftheteachingactivityprocess,thatis,theteachingmodeundertheconstructivistlearningenvironment.

Undertheconstructivistteachingmode,thecurrentlydevelopedandmatureteachingmethodsmainlyincludethefollowing:

Návod na lešení

Scaffoldedteachingisdefinedas:"Scaffoldedteachingshouldprovideaconceptualframeworkforlearnerstoconstructanunderstandingofknowledge.Theconceptsinthisframeworkarerequiredforthedevelopmentoflearners’furtherunderstandingoftheproblemForthisreason,thecomplexlearningtasksmustbedecomposedinadvance,soastograduallyleadthelearner’sunderstandingdeeper."

Thescaffoldoriginallyreferstothescaffoldingusedintheconstructionindustry,andisusedhereforimageDescribeateachingmethod:childrenareregardedasabuilding,andchildren’s“learning”isaprocessofcontinuouslyandactivelyconstructingthemselves;whiletheteacher’s“teaching”isanecessaryscaffoldingtosupportchildrencontinuouslyConstructyourselfandconstantlybuildnewabilities.Scaffoldingteachingisbasedonthe"recentdevelopmentzone"theoryofthefamousSovietpsychologistVygotsky.Vygotskybelievesthatwhenmeasuringchildren’sintellectualdevelopment,atleasttwolevelsofdevelopmentofchildrenshouldbedetermined:oneisthechild’scurrentlevelofdevelopment,andtheotheristhepotentiallevelofdevelopment.Theareabetweenthesetwolevelsiscalled"Areaof​​RecentDevelopment".Teachingshouldstartfromthechild'spotentiallevelofdevelopment,andconstantlycreatenew"nearestdevelopmentzones".The"scaffolding"inthescaffoldingteachingshouldbeestablishedbasedonthestudents'"recentdevelopmentzone",andtheroleofthescaffoldingistocontinuouslyguidethestudents'intelligencefromoneleveltoanotherhigherlevel.

Thescaffoldingteachingiscomposedofthefollowinglinks:

(1)Scaffolding-aroundthecurrentlearningtheme,establishaconceptualframeworkaccordingtotherequirementsofthe"nearestdevelopmentzone".

(2)Vstoupit do situace-uvést studenty do určité problémové situace.

(3)Independentexploration-Letstudentsexploreindependently.Theexplorationcontentincludes:determiningvariousattributesrelatedtoagivenconcept,andarrangingvariousattributesinorderoftheirimportance.Atthebeginningoftheexploration,theteachershouldbeinspiredandguided,andthenletthestudentsanalyzeitbythemselves;theteachershouldprompttimelyduringtheexplorationprocesstohelpstudentsgraduallyclimbalongtheconceptualframework.

(4)Collaborativelearning-conductgroupnegotiationanddiscussion.Theresultsofthediscussionmayincreaseordecreasetheattributesoriginallydeterminedandrelatedtothecurrentconceptslearned,andtheorderofthevariousattributesmayalsobeadjusted,andtheoriginalcomplexsituationwithmultipleconflictingopinionsanddiverseattitudesmaygraduallybegraduallyadjusted.Becomeclearandconsistent.Onthebasisofsharingtheresultsofcollectivethinking,toachieveamorecomprehensiveandcorrectunderstandingofthecurrentconceptslearned,thatis,tofinallycompletethemeaningconstructionofthelearnedknowledge.

(5)Evaluationofeffect-Evaluationoflearningeffectincludestheself-evaluationofstudentsandtheevaluationofindividuallearningbythestudygroup.Theevaluationcontentincludes:①independentlearningability;Contribution;③Whethertheconstructionofthemeaningofthelearnedknowledgeiscompleted.

AnchoredInstruction

Thiskindofteachingisbasedoncontagiousrealeventsorrealproblems.Determiningsuchrealeventsorproblemsisvividlycomparedto"anchor",becauseoncesucheventsorproblemsaredetermined,theentireteachingcontentandteachingprocessarealsodetermined(justlikeashipisanchored).Constructivismbelievesthatthebestwayforlearnerstocompletethemeaningconstructionoftheknowledgetheyhavelearned,thatis,toachieveadeepunderstandingofthenatureandlawsofthethingsreflectedintheknowledge,andtherelationshipbetweenthethingsandotherthings,istoletthelearnersTofeelandexperienceintherealenvironmentoftherealworld(thatis,tolearnbyacquiringdirectexperience),ratherthanjustlisteningtoothers(suchasteachers)ontheintroductionandexplanationofthisexperience.Becauseanchoredteachingisbasedonrealcasesorproblems(asan"anchor"),itissometimescalled"case-basedteaching"or"problem-basedteaching"or"situationalteaching".

Ukotvené vyučování se skládá z několika odkazů:

(1)Createasituation-enablelearningtooccurinasituationthatisbasicallythesameorsimilartotheactualsituation.

(2)Determinetheproblem-intheabovesituation,choosetheauthenticeventorproblemcloselyrelatedtothecurrentlearningthemeasthecentralcontentoflearning.Theselectedeventorproblemisthe"anchor",andtheroleofthislinkisto"brokentheanchor."

(3)Autonomouslearning—itisnottheteacherdirectlytellingstudentshowtosolvetheproblemstheyarefacing,buttheteacherprovidesstudentswithrelevantcluestosolvetheproblem,andpayspecialattentiontothedevelopmentofstudents’"autonomy"Theabilitytolearn.

(4) Společné učení-diskuze a výměna prostřednictvím konfrontace různých pohledů, doplnění, správné a prohloubení pochopení současného problému každého studenta.

(5)Effectevaluation-Becausethelearningprocessofanchoredteachingisaprocessofproblem-solving,thisprocesscandirectlyreflectthelearningeffectofstudents.Therefore,theevaluationofthiskindofteachingeffectdoesnotrequireaspecialtestindependentoftheteachingprocess.Itonlyneedstoobserveandrecordtheperformanceofstudentsatanytimeduringthelearningprocess.

Instrukce pro náhodný přístup

Duetothecomplexityofthingsandtheversatilityofproblems,itisnecessarytohaveacomprehensiveunderstandingandmasteryoftheinternalnatureofthingsandtheinterconnectionsbetweenthings.Thatistosay,itisverydifficulttotrulyachieveacomprehensiveandprofoundmeaningconstructionoftheknowledgelearned.Differentunderstandingscanoftenbedrawnfromdifferentperspectives.Inordertoovercomethedisadvantagesofthisaspect,itisnecessarytopayattentiontothesameteachingcontent,presentitindifferentwaysatdifferenttimes,indifferentsituations,fordifferentteachingpurposes.Inotherwords,learnerscanfreelyenterthesameteachingcontentthroughdifferentchannelsanddifferentways,soastoobtainamulti-facetedknowledgeandunderstandingofthesamethingorthesameproblem.Thisistheso-called"randomaccesstoteaching".Obviously,learnerswillbeabletoachieveamorecomprehensiveandin-depthgraspoftheknowledgecontentby"entering"thesameteachingcontentmultipletimes.Thiskindofmultipleentryisbynomeanslikeintraditionalteaching,butasimplerepetitiontoconsolidategeneralknowledgeandskills.Eachentryherehasadifferentlearningpurposeandadifferentfocusoftheproblem.Therefore,theresultofmultipleentriesisnotjustasimplerepetitionandconsolidationofthesameknowledgecontent,butaleapinunderstandingandunderstandingofthewholepictureofthelearner.

Randomentryteachingmainlyincludesthefollowinglinks:

(1)Presentingthebasicsituation-presentingthesituationrelatedtothebasiccontentofthecurrentlearningthemetothestudents.

(2)Randomentryintolearning-dependingonthecontentselectedbystudents"randomentry"inlearning,andpresentingcontextsrelatedtodifferentaspectsofthecurrentlearningtopic.Inthisprocess,teachersshouldpayattentiontothedevelopmentofstudents'autonomouslearningability,sothatstudentsgraduallylearntolearnbythemselves.

(3)Thinkingdevelopmenttraining-Becausethecontentofrandomentrylearningisusuallymorecomplicated,theresearchquestionsofteninvolvemanyaspects,sointhistypeoflearning,teachersshouldalsopayspecialattentiontodevelopingstudents’thinkingability.

(4)Groupcollaborativelearning-groupdiscussionsareconductedaroundtheknowledgegainedfrompresentingdifferentaspectsofthesituation.Inthediscussion,eachstudent'sviewsareinspectedandcommentedinasocialconsultationenvironmentestablishedwithotherstudentsandteachers.Atthesametime,eachstudentalsothinksaboutandreflectsontheviewsandopinionsofothers.

(5)Evaluationoflearningeffect:includingself-evaluationandgroupevaluation,theevaluationcontentincludes:①autonomouslearningability;②contributiontogroupcollaborativelearning;③whethertocompletethemeaningconstructionofthelearnedknowledge.

Principy designu

Constructivistlearningtheoryemphasizesstudent-centerednessandbelievesthatstudentsarethesubjectofcognitionandtheactiveconstructorofthemeaningofknowledge;teachersonlyconstructthemeaningofstudentsTheroleofhelpandpromotiondoesnotrequireteacherstodirectlyimpartandinculcateknowledgetostudents.Intheconstructivistlearningenvironment,thestatusandroleofteachersandstudentshaveundergonegreatchangescomparedwithtraditionalteaching.Inrecentyears,expertsinthefieldofeducationaltechnologyhaveconductedalotofresearchandexploration,tryingtoestablishanewsetofteachingdesigntheoryandmethodsystemthatcanbecompatiblewiththeconstructivistlearningtheoryandtheconstructivistlearningenvironment.Althoughtheestablishmentofthistheoreticalsystemisanarduoustask,itcannotbecompletedinashortperiodoftime.However,itsbasicideasandmainprincipleshavebecomecleardaybyday,andhavebeguntobepracticallyappliedtoguidetheteachingdesignofaconstructivistlearningenvironmentbasedonmultimediaandtheInternet.Theteachingdesignprinciplesusedbyconstructivismareasfollows:

Důraz zaměřený na studenta

Clarify"student-centered",whichisofgreatimportancetoteachingdesignImportantguidingsignificance,becausestartingfrom"student-centered"or"teacher-centered"willresultintwocompletelydifferentdesignresults.Asforhowtoembodystudent-centeredness,constructivismbelievesthatwecanworkhardfromthreeaspects:

Togivefullplaytotheinitiativeofstudentsinthelearningprocess,toreflecttheinitiativespiritofstudents;

Studentsshouldhavemultipleopportunitiestoapplytheirknowledgeindifferentsituations("externalizing"knowledge);Understandingofobjectivethingsandsolutionstopracticalproblems(realizingself-feedback).

Theabovethreepoints,namely,exertingthespiritofinitiative,externalizingknowledgeandrealizingself-feedbackcanbesaidtoembodythethreeelementsofstudent-centeredness.

Emphasizetheimportantroleof"context"intheconstructionofmeaning

Constructivismbelievesthatlearningisalwaysconnectedwithacertainsocialandculturalbackground,namely"context"Yes,learninginactualsituationscanenablelearnerstousetherelevantexperienceintheiroriginalcognitivestructuretoassimilateandindexthenewknowledgetheycurrentlylearn,therebygivingthenewknowledgeacertainmeaning;iftheoriginalexperiencecannotAssimilationofnewknowledgerequiresaprocessof"adaptation",thatis,thetransformationandreorganizationoftheoriginalcognitivestructure.Inshort,theconstructionofthemeaningofnewknowledgecanonlybeachievedthrough"assimilation"and"adaptation".Intraditionalclassroomteaching,becauseitcannotprovidethevividnessandrichnessoftheactualsituation,itwillmakeitdifficultforlearnerstoconstructthemeaningofknowledge.

Emphasisonthekeyroleof"collaborativelearning"intheconstructionofmeaning

Constructivismbelievesthattheinteractionbetweenthelearnerandthesurroundingenvironmentandtheunderstandingofthelearningcontent(Thatis,theconstructionofthemeaningofknowledge)playsakeyrole.Thisisoneofthecoreconceptsofconstructivism.Undertheorganizationandguidanceoftheteacher,thestudentsdiscussandcommunicatetogether,andjointlyestablishalearninggroupandbecomeamemberofit.Insuchagroup,jointlycriticallyexaminevarioustheories,opinions,beliefsandhypotheses;conductconsultationsanddebates,firstinternalconsultation(thatis,arguingwithoneselfwhichviewiscorrect),andthenmutualconsultation(thatis,thecurrentproblemPresenttheirownopinions,argumentsandrelatedmaterials,andanalyzeandcommentontheopinionsofothers).Throughsuchacollaborativelearningenvironment,thethinkingandwisdomofthelearnergroup(includingtheteacherandeachstudent)canbesharedbytheentiregroup,thatis,theentirelearninggroupcompletesthemeaningconstructionoftheknowledgelearned,ratherthanoneofthem.Oneorseveralstudentscompletemeaningconstruction.

Emphasisonthedesignofthelearningenvironment(ratherthantheteachingenvironment)

ConstructivismbelievesthatthelearningenvironmentiswherelearnerscanfreelyexploreandautonomouslyPlaceofstudy.Inthisenvironment,studentscanusevarioustoolsandinformationresources(suchastextmaterials,books,audio-visualmaterials,CAIandmultimediacourseware,andinformationontheInternet,etc.)toachievetheirlearninggoals.Inthisprocess,studentscannotonlygethelpandsupportfromteachers,butalsocollaborationandsupportamongstudents.Learningshouldbepromotedandsupportedratherthanstrictlycontrolledanddominated;thelearningenvironmentisaplacetosupportandpromotelearning.Theinstructionaldesignguidedbytheconstructivistlearningtheoryshouldbeaimedatthedesignofthelearningenvironmentratherthanthedesignoftheteachingenvironment.Becauseteachingmeansmorecontrolanddominance,andlearningmeansmoreinitiativeandfreedom.

Emphasizetheuseofvariousinformationresourcestosupport"learning"

Inordertosupportlearners’activeexplorationandcompletionofmeaningconstruction,wemustLearnersprovidevariousinformationresources(includingvarioustypesofteachingmediaandteachingmaterials).Theuseofthesemediaandmaterialshereisnottoassistteachers'explanationsandpresentations,buttosupportstudents'autonomouslearningandcollaborativeexploration.Howtoobtaininformationresources,wheretoobtainthem,andhowtousethemeffectivelyarethecontentthaturgentlyneedshelpfromteachersintheprocessofactiveexploration.

Emphasizethattheultimategoalofthelearningprocessistocompletemeaningconstruction

Intheconstructivistlearningenvironment,itisemphasizedthatstudentsarecognitivesubjectsandactivebuildersofmeaning,Soitistheultimategoalofthewholelearningprocesstotakethestudents'meaningconstructionofknowledge.Instructionaldesignusuallystartsnotfromanalyzingtheteachinggoals,butfromhowtocreateacontextthatisconducivetotheconstructionofmeaningforstudents.Theentireteachingdesignprocessiscloselyfocusedonthecenterof"meaningconstruction",whetheritisstudents’independentexploration,collaborativelearningorTeacherguidance,inshort,allactivitiesinthelearningprocessmustbesubordinatetothiscenter,andmustbeconducivetocompletinganddeepeningthemeaningconstructionoftheknowledgelearned.