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My view on constructivism teach
SPUP-zhangwei 2021-10-23

Constructivism learning theory is the development of cognitive subject school learning theory in the era of high development of science and technology. Constructivism learning theory believes that knowledge is not acquired by teachers, but by learners in a certain context, namely in a social and cultural context, with the help of others (including teachers and learning partners), and by using necessary learning materials, through meaning construction. In order to achieve good teaching effect, constructivism learning theory holds that "context", "collaboration", "conversation" and "meaning construction" should be considered.

1 situational learning

The situation in the environment must be conducive to learners' meaning construction of the content they are learning. This puts forward new requirements for teaching or training design, namely, in the constructivism learning environment, teachers or trainers should not only consider the design of teaching or training objectives, but also consider the situation creation which is conducive to the construction of meaning, and regard the situation creation as one of the most important contents of teaching or training design. As the teaching of management courses, if there is no work experience of students, the teaching object is that under the guidance of constructivism learning theory in order to achieve better teaching effect, scene creating problem mostly through case homework to the student or managed by the teacher describe a realistic scenario, students put yourself in situations, the hypothetical "if I were a case when What should I do?" To achieve. Of course, situation creation can also be realized through role playing. For example, the situation setting of sales skills course can be realized by students acting as customers and sellers respectively.

2 collaboration

Collaboration occurs throughout the learning process. Collaboration plays an important role in the collection and analysis of learning materials, the formulation and verification of hypotheses, the evaluation of learning outcomes and the final construction of meaning. The cooperation in management course teaching is realized between students and students and between teachers and students. The collaboration among students is divided into several case discussion groups, and the case task is accomplished through the collaboration among the group members. In each group, team members discuss with each other in order to solve the problems in the case. Brainstorming method can be adopted during the discussion, that is, members are encouraged to speak freely to produce as many solutions as possible, and criticism and refutation are not allowed even if they disagree with each other's views. After a number of options were proposed, the team members conducted a comparative analysis of the options and selected a satisfactory one. The advantage of group discussion case is that the ideas of the members can be inspired by each other, which can eventually produce better results than individual plans. According to the constructivism learning theory, in the process of cooperation between teachers and students, teachers are only helpers and promoters of students' meaning construction, rather than traditional knowledge imparting and indoctrination. In order to achieve a good collaboration between teachers and students in the process of the teacher's role of facilitator and helper, teachers can ask questions allow students to prepare early next time to speak, the content of the next class when the teacher can check students preview effect, in the form of questions and then according to the check is common for students to understand the situation of focusing on the difficulty; Teachers can put forward questions or arrange cases for students to think, in order to enhance students' understanding of the knowledge and the ability to use the knowledge; For students' lack of work experience, teachers can relate what they learn to their study, life and internship experience; Teachers should create a learning atmosphere in the classroom, encourage them to share their views, whether mature or immature, to eliminate their unnecessary psychological pressure; Teacher for students correct or partially correct answer should be timely encouragement and approval, for students the wrong answer to correct, timely answer for students not comprehensive or lack of depth, points out its shortcomings, to analyze the problem actively guide and inspire, encourage students to think about a more comprehensive and in-depth, to increase the breadth and depth of meaning construction.

3 sessions

Conversation is an indispensable part of collaboration. Study group members must discuss how to complete the required study task through conversation; In addition, the collaborative learning process is also a conversational process, in which the thinking outcome (wisdom) of each learner is shared by the whole learning group, so conversation is one of the important means to achieve meaning construction. The exchange of ideas in group case discussion is achieved through conversation. In order to ensure that the case discussion is moving towards a common goal, it is necessary to choose a good case discussion moderator. The moderator should encourage everyone to speak actively during the case discussion to ensure that everyone has the opportunity to speak. The moderator should grasp the direction of the discussion at any time so that it does not deviate from the theme. When the speaker's speech is irrelevant to the theme, he should timely remind and guide him to return to the theme of the discussion. In the discussion, the host can focus on a certain point through some necessary interjections and brief conclusions. When discussing the case, group members should focus on the problem to be solved, and should not discuss irrelevant topics. Different opinions should be discussed in depth in the attitude of learning and discussion, and personal attacks should not be avoided. Teachers should cultivate an open student-centered learning atmosphere and encourage students to speak actively in class. Cases for management problems, no unified the answer, everyone can according to own understanding to give their own solutions or talk about your views, so the management class teaching is especially suitable for adopting this open to the students as the main body of the teaching method, teachers only play an auxiliary role, encourage and guide the students to talk about their own views and to evaluate it.

4. Meaning Construction

This is the ultimate goal of the learning process. The meaning to be constructed refers to the nature of things, laws and internal relations between things. In the process of learning, helping learners to construct meaning is to help learners to achieve a profound understanding of the nature and law of things reflected in the current learning content and the internal relationship between the things and other things. Teaching under the guidance of constructivism learning theory is student-centered. In order to enable students to independently construct the meaning of the knowledge they have learned, teachers can put forward appropriate questions to arouse learners' thinking and discussion, and require students to take the initiative to collect and analyze relevant information and materials. In the discussion, try to lead the question step by step to deepen the students' understanding of what they have learned; Inspire and induce students to discover rules and correct mistakes or one-sided understanding by themselves; Help students construct the meaning of what they are learning. Anyhow, constructivism learning theory emphasizes the teacher under the guidance of students' autonomous learning, students gain knowledge depends on students according to their own experience to construct the knowledge about the significance of ability, and does not depend on students' ability of memory and recite the teacher teach content, so teachers must play well in the teaching students the role of helper and promoter of meaning construction.


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