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Chapter1Learning In and Out of School 学校内外的学习学校内外的学习请关闭手机第1页/共31页What is learning?什么是学习？第2页/共31页你经历过哪些类型的学习？你经历过多少种类的学习？What kind of learning do you experienced in your life?How many kind of learning have you experienced in your life?第3页/共31页Two kinds of learning两种类型的学习两种类型的学习Prepared Learning Motor, emotional, logical skills For biological or social survival Direct manner有准备的学习 动作技能，情感，逻辑技能 生理或社会生存需要 直接第4页/共31页Two kinds of learning两种类型的学习两种类型的学习没有准备的学习 抽象知识，思维技能 以个体或人类的发展为目的 间接方式Unprepared Learning Abstract knowledge, thinking skills, For individual & human developmentIndirect manner第5页/共31页 The unprepared learning requires motivational supports and managers of learning, thus leads to the need of schools and teachers.没有准备的学习需要有动机的支撑和对学习进行管理，这就是需要学校和教师的原因。第6页/共31页Theories of Learning关于学习的理论关于学习的理论第7页/共31页Behaviourism: Stimuli reaction行为主义：刺激反应行为主义：刺激反应Basic assumption: Human behaviour is the reaction of the environment. Focus: Behaviour & ConditionMethod of enquiring: Experiment基本假设人类行为是人对环境的反应焦点行为与条件探究方法直接经验第8页/共31页Cognitivism: Conveyingprocessing认知认知主义：主义：转化过程转化过程Basic assumption: People try to make sense out of their environment and make decisions or solve problems on the base of the extracted meaning.Focus: Internal processMethod of enquiring: Experiment, Observation 基本假设：人总是试图对周围环境进行解释，并根据自己的理解进行决策或解决问题。焦点：内化过程探究方法：实验、观察第9页/共31页Humanism: “ Noble savage”人本主义：人本主义：“ 高尚的本性高尚的本性”Basic assumption: The best potentials in people will be realised if they are allowed freedom to grow in their own way.Focus: Personal feeling & interpersonal interaction; Human potentialMethod: Observation 基本假设：当人能够按自在的方式自由行动的时候，人的潜能可以得到最充分的发挥焦点：个人的感受和人际相互作用，人的潜能探究方法：观察第10页/共31页Four kinds of learning:四种学习四种学习 Cognitive Affective Content Process认知情感内容过程第11页/共31页Content aim以内容为目的以内容为目的Process aim以过程为目的以过程为目的Cognitive domain 认知领域认知领域1. Traditional subject matter and disciplines 传统的学科材料和规律传统的学科材料和规律2. Problem-solving approaches, discovery learning问题解决学习问题解决学习,探究式学习探究式学习Affective domain 情感领域情感领域3. Explicit teaching of traditional values 将传统的价值观念从外将传统的价值观念从外部教给学生部教给学生4. Values clarification, concern with feeling认清价值认清价值, 关注感受关注感受第12页/共31页分组概括教材的主要内容分组概括教材的主要内容 Why schools? Difficult kinds of learning The role of schools Differences between every and school learning Can schools be more like real life Conceptions of learning and teaching The constructive nature of leaning The profession of teaching第13页/共31页Points for Discussion 讨论要点：讨论要点：1.How do the main differences between everyday and school learning relate to your experience of school life? 联系你的学校生活的经验，讨论日常和学校学习之间的主要差异？2.How could school learning be made more like everyday learning?怎样才能使学校学习怎样更接近日常学习？第14页/共31页3.What aspects of our school core course reflect a Level 1 conception of learning and teaching; a Level 2; a Level 3? 我们的学校核心课程中的哪些方面反映了第一、第二和第三水平的学习观和教学观？第15页/共31页Issues in this chapter are: 本章主要内容：本章主要内容： Whywehaveschoolsatall.为什么要开办学校。 Howmanykindsofknowledgearethere?Whatdeclarativeandproceduralknowledgeare.知识有多少种？什么是陈述性和程序性知识。 Whysomeformsofknowledgeareeasiertolearnthanothers.为什么有些形式的知识比其他形式的知识容易学。第16页/共31页 Howlearninginschoolsdiffersfromlearningineverydaylife.学校的学习与日常生活中的学习有什么不同。 Whataresomecommonconceptionsoflearningandteaching.一些常见的关于学和教的观念 Whyteachingisaprofession,andwhypsychologyisrelevanttoprofessionalpreparationasateacher.为什么教学是一种职业，为什么心理学和教师的职业准备有关。第17页/共31页1. Different Kinds Of Knowledge不同种类的知识不同种类的知识a:Experientialknowledge经验性知识b:Proceduralknowledge程序性知识c:Declarativeknowledge陈述性知识经验性知识和大量的程序性知识与个人的经验直接有关，相对容易获得。而陈述性知识，是抽象的、非个人的，对儿童来讲多是没有兴趣的。第18页/共31页2. The Role of Schools 学校的作学校的作用用Schools exist because there are socially and culturally important things to learn. Schools are needed to help facilitate the kinds of learning, especially declarative knowledge.由于学生需要学习一些重要的社会的和文化的知识，不通过学校难以学到这些知识。学校可以提供帮助使得学习的知识变得容易，特别是对于陈述性知识.第19页/共31页3. Differences Between Everyday and School Learning日常生活学习和学校学习的区别日常生活学习和学校学习的区别Everyday learning:basedondirectexperience,withafeltneedtolearn.日常生活学习：建立在直接的经验基础之上，感觉到有学习的需要。School learning:second-handdeclarativeknowledge,formallytaught.学校学习：处理二手的陈述性的知识，正规地进行教授。第20页/共31页4. Conceptions of Learning and Teaching 学和教的观念学和教的观念a.Quantitative量的观念Quantitativeconceptionsseethecontentsoflearningasisolateditems,andtheprocessesoflearningaslowlevel.量的观念把学习的内容看作是孤立的项目，相应的学习过程是低水平的。第21页/共31页b. Institutional学院式观念 Institutionalconceptionsevaluatestudentlearningintermsoftheirperformance,especiallyinexaminations. 以学习者在学校中的表现，特别以考试成绩来衡量学习的好坏。c. Qualitative质的观念Qualitativeconceptionsoperatewithmeaningasthecontent,andtheprocessesascognitivelyhighlevel.质的观念注重意义的学习，相应学习的过程是高水平的认知操作。第22页/共31页5. The Constructive Nature of Learning学习的实质在于建构学习的实质在于建构Constructivismisabroadviewoflearningthatisfoundedonqualitativeconceptions.Studentslearnthroughtheirownactivity,usingtheirownpreviousknowledgetointerprettheirexperience.建构主义建立在质的学习观的基础之上。学生通过他们自己的活动，运用他们以前的知识解释他们的经验。第23页/共31页6. Social constructivism 社会建社会建构主义构主义Key points of Vygotsky: The social nature of human activity as the product of phylogenesis as well as of the ontogenesis of the individual child. 人的活动具有社会性，这是人类进化发展的结果，也是儿童发育成熟的结果。人的活动具有社会性，这是人类进化发展的结果，也是儿童发育成熟的结果。第24页/共31页 Thecentralroleattributedtothemediationoftools,inparticularsignsinwhatiscalledsemioticmediation,forthedevelopmentofeveryhumanactivity. 人类活动的发展主要归因于中介，特别是被称为符号中介的工具人类活动的发展主要归因于中介，特别是被称为符号中介的工具第25页/共31页 Theroleofinstructionincognitivedevelopmentandlearningasaidprovidedbyanadultoramorecompetentpeerthroughthemeansofdifferenttypesofsemioticmediations. 讲授对于认知发展和学习起到一种辅助的作用，与成人或更有能力的同辈通过讲授对于认知发展和学习起到一种辅助的作用，与成人或更有能力的同辈通过多种中介工具所起的作用相似。多种中介工具所起的作用相似。第26页/共31页 The origin of the higher psychological process in interpersonal relationship as social functions that are internalized, passing from the individual to the intra-individual level. 作为社会功能的人际关系中高级心理过程的动因将发生内化，从人际的动因内作为社会功能的人际关系中高级心理过程的动因将发生内化，从人际的动因内化为个人内部的动因。化为个人内部的动因。第27页/共31页Learning Activities学习活动学习活动1.Ask around your tutorial group: What is learning? What is teaching? What should people learn in school? Where did these conceptions come from? Do they affect the way you learn? The way you teach? 请问你的同组同学：什么是学习？什么是教学？人们在学校里应该学什么？这些观念是从何而来的？这些观念影响你的学习方式和教学方式吗？第28页/共31页2.As a group, ask members to try to describe someone they know who has had very little schooling. What sorts of things do they know? How do they cope with the world? Can you draw any conclusions about the effects of schooling on the way people think and cope? 请小组成员设法描述他们所知的某个受教育少 的人，这些人知道哪类事情？他们怎样应付社会？你能就学校教育对人们思考和行动方式的影响得出一些结论吗？第29页/共31页3.Collect an example from your teaching area of how students understanding of taught concepts, like supply and demand, or force, or a mathematical operation, are simply irrelevant to what has been taught in school.从你的教学实践中找个例子, 说明学生对所教的概念（如供给和需求、力、或数学运算概念）的理解与学校所教的无关。第30页/共31页感谢您的观看！第31页/共31页
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