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1、Chapter1 Learning In and Out of School 学校内外的学习,请关闭手机,What is learning?,什么是学习？,你经历过哪些类型的学习？ 你经历过多少种类的学习？,What kind of learning do you experienced in your life? How many kind of learning have you experienced in your life?,Two kinds of learning 两种类型的学习,Prepared Learning Motor, emotional, logical skills
2、 For biological or social survival Direct manner,有准备的学习 动作技能，情感，逻辑技能 生理或社会生存需要 直接,Two kinds of learning 两种类型的学习,没有准备的学习 抽象知识，思维技能 以个体或人类的发展为目的 间接方式,Unprepared Learning Abstract knowledge, thinking skills, For individual & human development Indirect manner,The unprepared learning requires motivationa
3、l supports and managers of learning, thus leads to the need of schools and teachers.,没有准备的学习需要有动机的支撑和对学习进行管理，这就是需要学校和教师的原因。,Theories of Learning 关于学习的理论,Behaviourism: Stimuli reaction 行为主义：刺激反应,Basic assumption: Human behaviour is the reaction of the environment. Focus: Behaviour & Condition Method
4、of enquiring: Experiment,基本假设人类行为是人对环境的反应 焦点行为与条件 探究方法直接经验,Cognitivism: Conveyingprocessing 认知主义：转化过程,Basic assumption: People try to make sense out of their environment and make decisions or solve problems on the base of the extracted meaning. Focus: Internal process Method of enquiring: Experiment
5、, Observation ,基本假设：人总是试图对周围环境进行解释，并根据自己的理解进行决策或解决问题。 焦点：内化过程 探究方法：实验、观察,Humanism: “ Noble savage” 人本主义：“ 高尚的本性”,Basic assumption: The best potentials in people will be realised if they are allowed freedom to grow in their own way. Focus: Personal feeling Human potential Method: Observation ,基本假设：当人
6、能够按自在的方式自由行动的时候，人的潜能可以得到最充分的发挥 焦点：个人的感受和人际相互作用，人的潜能 探究方法：观察,Four kinds of learning: 四种学习, Cognitive Affective Content Process,认知 情感 内容 过程,分组概括教材的主要内容,P.2-5 Why schools? Difficult kinds of learning The role of schools P.5-8 Differences between every and school learning Can schools be more like real l
7、ife,P.8-13 Conceptions of learning and teaching The constructive nature of leaning The profession of teaching,Points for Discussion 讨论要点：,How do the main differences between everyday and school learning relate to your experience of school life? 联系你的学校生活的经验，讨论日常和学校学习之间的主要差异？ How could school learning
8、 be made more like everyday learning? 怎样才能使学校学习怎样更接近日常学习？,What aspects of our school core course reflect a Level 1 conception of learning and teaching; a Level 2; a Level 3? 我们的学校核心课程中的哪些方面反映了第一、第二和第三水平的学习观和教学观？,Issues in this chapter are: 本章主要内容：,Why we have schools at all. 为什么要开办学校。 How many kinds
9、 of knowledge are there? What declarative and procedural knowledge are. 知识有多少种？什么是陈述性和程序性知识。 Why some forms of knowledge are easier to learn than others. 为什么有些形式的知识比其他形式的知识容易学。,How learning in schools differs from learning in everyday life. 学校的学习与日常生活中的学习有什么不同。 What are some common conceptions of le
10、arning and teaching. 一些常见的关于学和教的观念 Why teaching is a profession, and why psychology is relevant to professional preparation as a teacher. 为什么教学是一种职业，为什么心理学和教师的职业准备有关。,1. Different Kinds Of Knowledge 不同种类的知识,a: Experiential knowledge 经验性知识 b: Procedural knowledge 程序性知识 c: Declarative knowledge 陈述性知识
11、经验性知识和大量的程序性知识与个人的经验直接有关，相对容易获得。而陈述性知识，是抽象的、非个人的，对儿童来讲多是没有兴趣的。,2. The Role of Schools 学校的作用,Schools exist because there are socially and culturally important things to learn. Schools are needed to help facilitate the kinds of learning, especially declarative knowledge. 由于学生需要学习一些重要的社会的和文化的知识，不通过学校难以
12、学到这些知识。学校可以提供帮助使得学习的知识变得容易，特别是对于陈述性知识.,3. Differences Between Everyday and School Learning 日常生活学习和学校学习的区别,Everyday learning: based on direct experience, with a felt need to learn. 日常生活学习：建立在直接的经验基础之上，感觉到有学习的需要。 School learning: second-hand declarative knowledge, formally taught. 学校学习：处理二手的陈述性的知识，正规地
13、进行教授。,4. Conceptions of Learning and Teaching 学和教的观念,a. Quantitative 量的观念 Quantitative conceptions see the contents of learning as isolated items, and the processes of learning as low level. 量的观念把学习的内容看作是孤立的项目，相应的学习过程是低水平的。,b. Institutional 学院式观念 Institutional conceptions evaluate student learning i
14、n terms of their performance, especially in examinations. 以学习者在学校中的表现，特别以考试成绩来衡量学习的好坏。 c. Qualitative 质的观念 Qualitative conceptions operate with meaning as the content, and the processes as cognitively high level. 质的观念注重意义的学习，相应学习的过程是高水平的认知操作。,5. The Constructive Nature of Learning 学习的实质在于建构,Construc
15、tivism is a broad view of learning that is founded on qualitative conceptions.Students learn through their own activity, using their own previous knowledge to interpret their experience. 建构主义建立在质的学习观的基础之上。学生通过他们自己的活动，运用他们以前的知识解释他们的经验。,6. Social constructivism 社会建构主义,Key points of Vygotsky: The socia
16、l nature of human activity as the product of phylogenesis as well as of the ontogenesis of the individual child. 人的活动具有社会性，这是人类进化发展的结果，也是儿童发育成熟的结果。,The central role attributed to the mediation of tools, in particular signs in what is called semiotic mediation, for the development of every human activity. 人类活动的发展主要归因于中介，特别是被称为符号中介的工具,The role of instruction in cognitive developm
