高职认知学徒式教学实施的研究
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摘要
认知学徒制以认知心理学为依据,以培养学生实践操作能力、表达能力和高阶思维能力为目标,将传统学徒制与学校教育结合起来,很好地适应了现代社会对高职人才培养的要求。同时,由于它将理论学习与现场操作实践结合起来,大大地缩短了学习者的学习周期,提高了教学效果。论文首先从技能学习的认知规律出发,讨论了认知学徒制在高职教学中的情境设计原则和实施要点;然后从人脑对信息加工过程的特点出发,讨论了融情感于认知学习过程的重要性和实施原则。
Based on cognitive psychology, the cognitive apprenticeship combines traditional apprenticeship with school education, and meets the requirement of the modern society to cultivate higher vocational students. It aims to cultivate student's operational capability, presentation skill and higher order thinking ability. It can shorten the learning cycle and improve the teaching result for its advantage of combing theory learning with on-site operation. This paper starts from the cognitive law of skill learning and explains the contextual design principle and important implementation points of cognitive apprenticeship in higher vocational teaching. Then, it discusses the importance and implementing principle of cognitive learning process according to the characteristic of information processing process of human brain.
Based on cognitive psychology, the cognitive apprenticeship combines traditional apprenticeship with school education, and meets the requirement of the modern society to cultivate higher vocational students. It aims to cultivate student's operational capability, presentation skill and higher order thinking ability. It can shorten the learning cycle and improve the teaching result for its advantage of combing theory learning with on-site operation. This paper starts from the cognitive law of skill learning and explains the contextual design principle and important implementation points of cognitive apprenticeship in higher vocational teaching. Then, it discusses the importance and implementing principle of cognitive learning process according to the characteristic of information processing process of human brain.
引文
[1](美)John B.Best著,黄希庭主译.认知心理学[M].北京:中国轻工业出版社,2000.
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[3]徐艺萱,张桂春.瑞士现代学徒制的成功经验及启示[J].吉林省教育学院学报,2015(02).
[4]伍棠棣等.心理学[M].人民教育出版社,2003.
[5](美)加涅著.王小明等译.教学设计原理[M].上海:华东师范大学出版社,2007.
[2]Brown,J.S.,Collins,A.,&Duguidy,P.Situated cognition and the culture of learning.Educational Researcher[J].1989,18(01).
[3]徐艺萱,张桂春.瑞士现代学徒制的成功经验及启示[J].吉林省教育学院学报,2015(02).
[4]伍棠棣等.心理学[M].人民教育出版社,2003.
[5](美)加涅著.王小明等译.教学设计原理[M].上海:华东师范大学出版社,2007.