Assignment First

英国论文字数不够:建构主义

建构主义者理论认为,人类有一个构建知识的能力在他们心目中无论惩罚和奖励的行为。为此,他们解决问题和发现。瑞士心理学家皮亚杰指出,人类发展本质上是进步的认知发展阶段。阶段从婴儿期开始,终止与成年。在每个发展阶段的人会建造他们的生活的意义,因为外部的刺激他们的学习过程和更多。建构主义是不被视为一个纯粹的理想主义与行为主义方法更关注于精神结构。Papert标志的发明者,编程工具对孩子以为孩子们天生的好奇心,他们认为事情并构建自己的世界基于这些事情。教育系统试图形式化这个世界,创造的利润使孩子不再被动接受者,才能构建自己的知识(Papert,1993)。

下面的一些例子,如在本节将讨论:

准备牛奶产量的主题在建构主义环境中,老师组织实地考察当地奶制品。他(或她)坐标的实地考察餐厅牛奶交付,让孩子们可以参观交付卡车第二天早上。实地考察前的一天,孩子们和老师讨论牛奶产量。个人经历进行收集和假设制定有关的实地考察。孩子们列出的物品找到奶制品和画画的农民和他们的牛。孩子们花第二天参观奶制品。每个孩子携带一个剪贴板来记录信息。教师旅游照片和儿童语言反思写下来。孩子们在这里建造自己的知识。

英国论文字数不够:建构主义

The Constructivists theory believes that humans have an ability to construct knowledge in their minds irrespective of the punishment and reward behaviour. They do this by problem solving and discovery. A Swiss psychologist Jean Piaget stated that human development was in essence progressive stages of cognitive development. The stages start with infancy and terminate with adulthood. At each stage of their development the person will construct meaning of their lives, their learning processes and more because of external stimuli. Constructivism is not seen as a purely idealistic method and unlike behaviourism focuses more on mental constructions. Papert the inventor of LOGO, a programming tool for children opines that children have a natural curiosity, where they perceive things and construct their own world based on those things. Educational system attempted to formalize this world, creating margins which made children only passive recipients who could no longer construct their own knowledge (Papert, 1993).
Some examples such as the below will be discussed in this section:
To prepare for the topic of milk production in a constructivist environment, the teacher organizes a field trip to the local dairy. He or she coordinates the field trip with the cafeteria milk delivery so the children can visit the delivery truck the following morning. The day before the field trip, the children and teacher discuss milk production. Personal experiences are collected and hypotheses are formulated regarding the field trip. The children make a list of items to find in the dairy and draw pictures of farmers and their cows. The children spend the following day visiting the dairy. Each child carries a clipboard to record information. The teachers photograph the tour and write down the children’s verbal reflections. The children here have constructed their own knowledge.