发展专长教学论——克拉克论教学结构与认知过程之匹配

Instructional Theory about Expertise Building:The Match of Instructional Architecture with Cognitive Processes from Clark

组织和开展教学的途径主要可以分为接受式、直导式、指导发现式和探究式四种结构。它们反映了吸收、行为和认知三种不同的学习模式。每种教学结构都有其适用的范围,尤其必须考虑学习者的原有经验以及学习任务的迁移类型。应依据学习活动中主要的认知过程特点来提出相应的教学原则——认知减负、集中注意、利用旧知、心智建模、实现迁移、自我监控和认知激励等,同时考虑各项教学原则与四种教学结构间的动态关系,以此达到教学与培训为发展专长服务之目的。

The concept of instructional architecture is used to describe the approaches to organize lesson content. There are four architectures namely, Receptive, Directive, Guided Discovery, and Exploratory, which reflect different models of learning, Absorption, Behavioral and Cognitive. There is no one best architecture for any situations, each architecture has best applications. Two main vari- ables must always be considered： the background experience of the learner and the type of task to be learned--near or far transfer. The major cognitive processes associated with learning is looked into, and so the instructional principles derived from them are offered here： cognitive load reducing, attention focusing, prior knowledge utilizing, mental model building, transfer supporting, self-regulating and cognitive motivation activating. Then the relationships between instructional architectures and instructional principles are discussed, so as to make sure the instruction or training will contribute to the expertise building.