基于认知学徒制的高职数学教学设计探析
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摘要
认知学徒制是学习科学的理论基础之一,其应用于高职数学教学设计,为建立新的数学教学模式提供了可靠的、科学的理论依据。基于认知学徒制理论的高职数学教学设计,主要从三个维度探析,分别是在教学环境突出真实情境,在学法和教法中体现学习自主权,在过程中强化数学知识序化。学法设计以真实任务为基础,以学习者为中心,构建基于认知学徒制的四步学习过程。
Cognitive apprenticeship is one of the theoretical foundations of learning science. Its application in higher vocational mathematics teaching design provides a reliable and scientific theoretical basis for the establishment of a new mathematical teaching model. Based on the theory of cognitive apprenticeship, the teaching design of mathematics in higher vocational colleges is mainly explored from three dimensions: highlighting the real situation in the teaching environment, reflecting the autonomy of learning in the learning and teaching methods, and strengthening the ordering of mathematical knowledge in the process. Learning methodology design is based on real tasks, learner-centered, and constructs a four-step learning process based on cognitive apprenticeship.
Cognitive apprenticeship is one of the theoretical foundations of learning science. Its application in higher vocational mathematics teaching design provides a reliable and scientific theoretical basis for the establishment of a new mathematical teaching model. Based on the theory of cognitive apprenticeship, the teaching design of mathematics in higher vocational colleges is mainly explored from three dimensions: highlighting the real situation in the teaching environment, reflecting the autonomy of learning in the learning and teaching methods, and strengthening the ordering of mathematical knowledge in the process. Learning methodology design is based on real tasks, learner-centered, and constructs a four-step learning process based on cognitive apprenticeship.
引文
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[4]Fischbach,R.M..The Effects of Cognitive Apprenticeship on the Problem-solving Skills of Community College Technical Mathematical Students[D].Unpublished Doctoral issertation.1993.
[5]Wilson B,Cole P.Cognitive Apprenticeships:An Instructional Design Review[J].Classification,1991.
[6]Turner‐Bisset R.Cognitive apprenticeship and teachers’ professional development[J].Journal of In-service Education,2006,32(2).
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[8]陈春燕.“认知学徒制”教学模式下学习环境设计的原则[J].职业教育研究,2007,(5).
[9]杨卉,王陆,马如霞.远程职业教育中认知学徒制教学模式及其支持环境的研究[J].中国电化教育,2008,(11).
[10]路宝利,刘延翠,盛子强(等).认知学徒制背景下职教师资培养范式转换研究[J].中国职业技术教育,2015,(27).
[11]赵崇平.多媒体网络下认知学徒制写作教学模式的设计[J].中国成人教育,2008,(24).
[12]杨朝晖.高等数学在高职教育中的困境与思考[J].河北北方学院学报(自然科学版),2007,(4).
[13]马颖.情境认知理论在高职数学教学中的应用研究[J].职教论坛,2010,(30).
[14]林春田.浅谈多媒体和网络技术支持下的高职数学教学模式[J].教育与职业,2011,(14).
[15]张琦,杨素君.论情景学习视域中的认知学徒制[J].现代远程教育研究,2004,(4).
[16]加涅(等).教学设计原理[M].皮连生(等译).上海:华东师范大学出版社,1999.
[17]余胜泉,杨晓娟,何克抗.基于建构主义的教学设计模式[J].电化教育研究,2000,(12).
[18]杨开城,李文光.教学设计理论体系构想[J].教育研究,2001,(11).
[19]皮亚杰.发生认识论原理[M].王宪钿(等译).北京:商务印书馆,2009.
[2]Schoenfeld A H.Teaching mathematical thinking and problem solving[M] Mathematical Thinking and Problem Solving.Lawrence Erlbaum Associates,1989.
[3]Collins,A.,Brown,J.S.,&Holum,A..Cognitive apprenticeship:Making thinking visible.American Educator.Winter Issue.1991.
[4]Fischbach,R.M..The Effects of Cognitive Apprenticeship on the Problem-solving Skills of Community College Technical Mathematical Students[D].Unpublished Doctoral issertation.1993.
[5]Wilson B,Cole P.Cognitive Apprenticeships:An Instructional Design Review[J].Classification,1991.
[6]Turner‐Bisset R.Cognitive apprenticeship and teachers’ professional development[J].Journal of In-service Education,2006,32(2).
[7]Berryman S E.Designing Effective Learning Environments:Cognitive Apprenticeship Models.[J].Iee Brief,1993.
[8]陈春燕.“认知学徒制”教学模式下学习环境设计的原则[J].职业教育研究,2007,(5).
[9]杨卉,王陆,马如霞.远程职业教育中认知学徒制教学模式及其支持环境的研究[J].中国电化教育,2008,(11).
[10]路宝利,刘延翠,盛子强(等).认知学徒制背景下职教师资培养范式转换研究[J].中国职业技术教育,2015,(27).
[11]赵崇平.多媒体网络下认知学徒制写作教学模式的设计[J].中国成人教育,2008,(24).
[12]杨朝晖.高等数学在高职教育中的困境与思考[J].河北北方学院学报(自然科学版),2007,(4).
[13]马颖.情境认知理论在高职数学教学中的应用研究[J].职教论坛,2010,(30).
[14]林春田.浅谈多媒体和网络技术支持下的高职数学教学模式[J].教育与职业,2011,(14).
[15]张琦,杨素君.论情景学习视域中的认知学徒制[J].现代远程教育研究,2004,(4).
[16]加涅(等).教学设计原理[M].皮连生(等译).上海:华东师范大学出版社,1999.
[17]余胜泉,杨晓娟,何克抗.基于建构主义的教学设计模式[J].电化教育研究,2000,(12).
[18]杨开城,李文光.教学设计理论体系构想[J].教育研究,2001,(11).
[19]皮亚杰.发生认识论原理[M].王宪钿(等译).北京:商务印书馆,2009.