教育心理学APPLYING CONSTRUCTIVIST PERSPECTIVES 运用建构主义理论观点.ppt

APPLYING CONSTRUCTIVIST PERSPECTIVES运用建构主义理论观点 Educational Psychology 316-323 潘宇 PANYU116030149 The activities encourouge meaningfull learning(Mark Windschitl,University of Washington,2002) Students Teachers—T Teachers elicit 引出 fashion learning situations Students elaborate详细说明 restructure重建 S—Students opportunities, information resources tools, work collaboratively task-oriented(任务导向) dialogue, explicit(隐瞒)thinking processes encourage to do the same apply to explain,interpret(解释),predict not on the right answer reflective and autonomous(独立的) thinking The activities encourouge meaningfull learning(Mark Windschitl,University of Washington,2002) scaffoding(脚手架) emphasizes the knowledge that bothT and S bring creat meaningful connections between knowledge and experience example : beach talks The activities encourouge meaningfull learning(Mark Windschitl,University of Washington,2002) connections Inquiry and Problem-Based Learning 探究与基于问题的学习 Inquiry learning(探究学习)format (John Dewey,1910) 4 elements: formulate(阐明) hypotheses collect data draw conclusions reflect /movie/2010/3/1/C/M8ARIQ2FB_M8ARJ1I1C.html 1. Identifies a curriculum area and guiding question example: communication —whales communication key idea—relationships ... *not good focus points Inquiry Learning 探究学习 Inquiry learning Model Text in here A model to guide teacher thinking about Inquiry-Based Science Introduction report findings [public sharing] evaluate explanation engage claims hypotheses question investigate procedures determine relationships prediction GisML, S.Magnusson A.palincsar 2. Engage in example: play — guess— ask conduct first-hand investigations , second-hand investigations 1st measuring the size of bats eyes consult books 2nd consult books, the internet, interview Inquiry Learning 2. Identify patterns cycles can be repeated evaluate—report—check—apply learn content and process at the same time Inquiry Learning Pro