美国西雅图代写Assignment:建构主义学习

2017-10-25 13:03

从文献回顾，教育研究者采用这些原则选择从建构主义学习理论这两股方面（比格斯，1979，坎宁安，1996），运用建构主义理论作为一个广义的术语。然而，当马修斯和吕的亮点，结合建构主义的变种，多是可疑的，并概括了可能有更少的意义和意义的流失。因此，对于这个任务的目的，长期会反映一个社会建构主义和认知两股合作；但是具体的树枝，这些股的影响突出在必要的地方。文献的回顾表明，行为主义的学习不提供学生有机会发展的深层意义和理解（Einworth和Collins），但有一种倾向，促进技能的肤浅学习（Fosnot，1996）。做一个“正确”的反应和记忆的内容并不一定意味着理解，从而通过行为方式取得的实际理解的挑战。Hounsell &恩特威斯尔，1997认为死记硬背的使用代表了一种学习方法理解的表层，而建立的关系.
美国西雅图代写Assignment:建构主义学习
From reviewing the literature, educational researchers which employ these constructivist principles select aspects from both strands of this learning theory (Biggs, 1979, Cunningham, 1996), and use constructivist theories as a generalised term. However, as Mathews and Lui highlight, combining the plethora of constructivist variants is questionable, and generalisations made may have less significance and loss of meaning. Therefore, for the purpose of this assignment, the term constructivism will reflect a collaboration of both social and cognitive strands; however specific branches and the implications of these strands are highlighted where necessary.A review of the literature suggests that behaviouristic learning does not offer students the chance to develop deep meaning and understanding (Einworth and Collins), but instead has a tendency to promote superficial learning of skills (Fosnot, 1996). Making a 'correct' response and remembering content does not necessarily imply understanding, and consequently the actual understanding achieved through behavioural approaches is challenged. Hounsell, & Entwistle, 1997 conclude that the use of rote memorisation represents a learning approach to a surface level of understanding, whilst establishing connectio

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