摘要
多媒体教学中的知识建构观,主要采纳了建构主义的主动加工信息理论,而主动加工信息的认知机制则是认知的反思或监控。在有效的多媒体教学中,学习者的认知的机制涉及五种基本的认知活动,对教材的直观、概括、具体化以及工作记忆和长时记忆。皮亚杰的建构思想、维果斯基的社会文化理论、布鲁纳的建构观念和激进建构主义等等,都为多媒体教学中知识建构的设计提供了理论依据。
The theory of knowledge constructing in multimedia teaching mainly adopted the theory of active information processing proposed by constructivists, and the cognitive mechanism in active information processing is cognitive reflection or regulation. In effective multimedia teaching, the cognitive mechanism of learners involves such basic cognitive activities as visualization, concretization and generalization of the teaching materials, and working memory and long-term memory as well. Piaget＇s thought on construction, Vygotsky＇s social-cultural theory, Bruner＇ s concept of construction and the radical constructivism all offered theoretical foundations for designs of knowledge constructing in multimedia teaching.
出处
《教育科学》
CSSCI
北大核心
2007年第2期44-48,共5页
Education Science
关键词
多媒体教学
建构主义
知识建构
反思
认知过程
multimedia teaching
constructivism
knowledge constructing
reflection
cognitive process.
