实践教学环节的认知理论基础与教学设计

Cognitive Theory and Instructional Design of Practical Instruction

远程教育学习者具有本专业实践经验是一个普遍现象,这些学习者是否还需要进行实践环节的学习和训练,这是一个教育学的问题,认知理论已经提供了很好的证明,对这个问题的简单肯定和否定都是站不住脚的。重要的是在实践教学环节的设计和教学管理上有一个明确的策略,真正发挥实践教学环节在提高学习者知识、能力水平和精简、强化教学环节方面的作用。本文从心理学认知理论角度讨论了实践教学的定位问题,以及设计、管理实践教学环节的基本策略。

Many distance learners have already possessed practical experience on their specialty. It is a question to be researched that whether they need practice program in learning and training. The cognitive theory provides good support to solve this question. The simple answer,yes or no,is not appropriate to this question. According to cognitive theory,the authors discuss the necessity of practical instruction and the difference between practical instruction and practical experience. The authors take the view that it is the unambiguous and meaningful solving scheme that makes real sense,not the discussion on practical program's necessity,and not the choice in the means of practical instruction.The solving scheme can simplify and intensify practical instruction,as well as improve learner's knowledge and ability level.This article concludes the strategy of the practical instruction design: exactly defining the position and sieving out the experiment subject,designing of the practical instruction,providing excellent tutor group,and paying attention to other parts of practical instruction.