布里斯班代写assignment:学习者的积极参与
ASSIGNMENT代写

布里斯班代写assignment:学习者的积极参与

2017-05-23 00:37

皮亚杰的建构主义理论来解释人类的学习行为是个人的努力构建对他们周围的世界的意义。理论的一个中心组成部分是学习者的积极参与。这就意味着,知识不仅是从教师传给学生的,而且必须由学生来建构和重构,以便知识被理解。这是反对他们是一个“容器充满事实”(如引用Dawson,2010)。作为一个孩子的发展和与他们的环境,知识的发明和改造,这表明发展的过程是学习的过程之前。另外,建构主义的水龙头到孩子的与生俱来的对世界的好奇,这表明如果一个孩子的好奇,他们会更愿意学习。皮亚杰认为,如果世界上的孩子经历的是重复的,它可以轻松或同化到原有的认知结构为孩子的要保持心理平衡。这个过程,他称为同化,是平衡的过程中住宿。如果经验是新的,另一方面,孩子失去平衡,成为不平衡的状态。这就导致了图式的发展--基于先前经验的世界心理表征--以适应未来的新信息。这样,孩子就能够构建更充分的认知结构。它已经表明,需要学习的地方,当一个国家已达到平衡(2003柯蒂斯&欧哈根,)。
布里斯班代写assignment:学习者的积极参与
Piagets constructivist theory explains human learning behaviour as an individual's attempt to construct meaning about the world around them. A central component of the theory is the active participation of the learner. This means that knowledge is not merely verbally transmitted from the teacher to the pupil but must be constructed and reconstructed by the pupil in order for the knowledge to be understood. This is opposed to them being a 'vessel to be filled with facts' (as cited by Dawson, 2010). As a child develops and interacts with their environment, knowledge is invented and reinvented, suggesting that the process of development comes before the process of learning. In addition, constructivism taps into a child's innate curiosity about the world, suggesting that if a child is curious, they will be more willing to learn.Piaget argued that if a child's experience of the world is a repeated one, it fits easily - or is assimilated - into the child's existing cognitive structures in order for mental equilibrium to be maintained. This process, which he named assimilation, is balanced by the process of accommodation. If the experience is new, on the other hand, the child loses equilibrium and becomes in a state of disequilibrium. This leads to the development of schemas - mental representations of the world based on previous experience - in order to accommodate the new information for the future. This way, children are able to construct more adequate cognitive structures. It has been suggested that learning takes place when a state of equilibrium has been reached (Curtis & O'Hagen, 2003).