教育心理学 Chapter 8 8384.ppt

At this stage learners need to be able to: Systematically explore a learning situation rather than act impulsively; Develop an increasingly accurate understanding of words and concepts; Position themselves in time and space; Gather information from more than one source. Define the nature of any problem with which they are faced; Draw upon information stored in the brain; Select relevant cues and ignore irrelevant information; Make relevant comparisons; Relate objects and events to previous and anticipated situations; Summarise all the relevant information at their disposal; Construct a logical plan of action. At this stage learners need to be able to: Express their thoughts and feelings in a controlled and planned way; Employ words and concepts accurately in order to do so; Develop an awareness of other people’s reactions in order to communicate effectively. 8.3.2 Instrumental Enrichment DefinitionInstrumental Enrichment is essentially a series of some 400 cognitive tasks which have been constructed by Feuerstein and his co-workers by means of the cognitive map to teach the skills of thinking, problem-solving, and learning-how to-learn (Feuerstein et al.1980). Organisation of Dots Analytic Perceptiony6 Orientation in Space (1) Orientation in Space (2) Comparisons Illustrations Family Relations Some tasks based on the instruments for language learning 1. Tasks can be seen as a manifestation or embodiment of the theories of learning subscribed to by teachers and their perceptions of the whole spectrum of the teaching-learning process. Conclusion We see tasks as pivotal in the interaction between teachers and learners. The focus on the work on tasks in foreign language teaching is the design of good learning tasks and the way in which these tasks are presented, mediated, carried out and evaluated. So for teachers, the best thing to do is to develop one’s own teaching methods based on the context where one teaches and integrates the merits of different methodol