Why minimal guidance during instruction does not 为什么教学过程中的最小指导不.pptVIP

Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Presenter: Hou, Ming-Hsien Professor: Ming-Puu Chen Date: August 12, 2008 Introduction(1/3) Disputes about the impact of instructional guidance People learn best in an unguided or minimally guided environment. Novice learners should be provided with direct instructional guidance on the concepts and procedures required by a particular discipline. Direct instructional guidance is defined as providing information that fully explains the concepts and procedures that students are required to learn as well as learning strategy support that is compatible with human cognitive architecture. Learning, in turn, is defined as a change in long-term memory. Introduction(2/3) Two main assumptions underlying instructional programs using minimal guidance. First they challenge students to solve authentic problems or acquire complex knowledge in information-rich settings based on the assumption that having learners construct their own solutions leads to the most effective learning experience. Second, knowledge can best be acquired through experience based on the procedures of the discipline. Advocates of this approach imply that instructional guidance that provides or embeds learning strategies in instruction interferes with the natural processes by which learners draw on their unique prior experience and learning styles to construct new situated knowledge that will achieve their goals Introduction(3/3) The goal of this article is to suggest that based on our current knowledge of human cognitive architecture, minimally guided instruction is likely to be ineffective. The past half-century of empirical research on this issue has provided overwhelming and unambiguous evidence that minimal guidance during instruction is significantly less effective and efficient than guidance specifically designed to support the cogni