学习认知建构过程.ppt

Evaluation only. Created with Aspose.Slides for .NET 4.0 Client Profile 17.1. Copyright 2004-2017Aspose Pty Ltd. Evaluation only. Created with Aspose.Slides for .NET 4.0 Client Profile 17.1. Copyright 2004-2017Aspose Pty Ltd. aum as 学习的认知建构过程 Evaluation only. ith Aspose slides for NET 4o client P Evaluation only. Created with Aspose Slides for NET 4.0 Client Profile 171 Copyright 2004 -2017 Aspose Pty Ltd  Evaluation only. Created with Aspose.Slides for .NET 4.0 Client Profile 17.1. Copyright 2004-2017Aspose Pty Ltd. Evaluation only. Created with Aspose.Slides for .NET 4.0 Client Profile 17.1. Copyright 2004-2017Aspose Pty Ltd. 生成性学习理论 美国加州大学的维特罗克(M.C. Wittrock, 1974)提出了“生成性学习”( generative learning)的理论,对理解的生成过程做了深入 分析和解释。 学习是学习者生成信息的意义的过程,意义的生 成是通过原有认知结构与从环境中接受到的感觉 信息的相互作用而实现的。人脑并不是被动地记 录外界输入的信息,而是主动建构对输入信息的 解释,主动地选择一些信息,忽视一些信息,并 在此基础上进行推论。 Evaluadon only ith Aspose slides for NET 4o client P Evaluation only. Created with Aspose Slides for NET 4.0 Client Profile 171 Copyright 2004 -2017 Aspose Pty Ltd  Evaluation only. Created with Aspose.Slides for .NET 4.0 Client Profile 17.1. Copyright 2004-2017Aspose Pty Ltd. Evaluation only. Created with Aspose.Slides for .NET 4.0 Client Profile 17.1. Copyright 2004-2017Aspose Pty Ltd. 理解的生成过程 1理解的生成过程 (1)提取长时记忆中相关的知识经验,进入短时记 忆 (2)选择性注意:根据提取的知识经验,选择性注 意并知觉那些已经有过经验、仍有持续兴趣的信息 (3)新信息与长时记忆中存在的有关信息建立某种 联系,从而主动地理解新信息的意义,这是意义建构的关键。 (4)进行试验性的意义建构:学习者激活有关的知 识,形成一定的理解,同时监视这种试探性理解是否合适。 (5)检验新建构:学习者可能要与感觉经验相对照, 也可能与长时记忆中已有的经验做比较。 Evaluadon only ith Aspose slides for NET 4o client P Evaluation only. Created with Aspose Slides for NET 4.0 Client Profile 171 Copyright 2004 -2017 Aspose Pty Ltd  Evaluation only. Created with Aspose.Slides for .NET 4.0 Client Profile 17.1. Copyright 2004-2017Aspose Pty Ltd. Evaluation only. Created with Aspose.Slides for .NET 4.0 Client Profile 17.1. Copyright 2004-2017Aspose Pty Ltd. (6)如果意义建构不成功,应该回到感觉信息,检 查感觉信息与长时记忆的试验性联系的策略 (⑦)如果意义建构成功,就实现了意义的理解。 Evalua