皮亚杰理论的教学应用
Many pre-school and primary programs are modeled on Piaget's theory, which, as stated previously, provides part of the foundation for constructivist learning. Discovery learning （是布鲁纳根据皮亚杰思想提出的）and supporting the developing interests of the child are two primary instructional techniques. It is recommended that parents and teachers challenge the child's abilities （意在引起认知冲突）, but NOT prent material or information that is too far beyond the child's level（但要基于原有认知结构）. It is also recommended that teachers u a wide variety of concrete experiences to help the child learn (e.g., u of manipulatives, working in groups to get experience eing from another's perspective, field trips, etc) （教学中要创造直接、亲身体验的机会，让学习者自我发现和建构知识）.
Teachers act as mediator
Aims:怀孕四个月
By studying this unit, the participants will demonstrate their understanding of
- the concept of mediation and mediated learning
- the role of teacher as mediator and its importance
- various aspects of mediation propod by Feuerstein
- classroom talk and task as means for the teacher to mediate learning白居易应举
The materials
- textbook, Chapter 4 and Chapter 8
- websites:
Procedures:
1. Lead-in
1) Remind the participants of Vygotskian theories in social interactionism and social constructivism
- mediation
- ZPD
- Inter-mental level and intra-mental level
2) Review the previous units about learning and learner characteristics and the role of the teacher in shaping them.
2. Mediator and mediated learning experience
Like Vygotsky, Feuerstein, an Israelian educator, regard MEDIATION as key to promote
learning, which refers to the facilitating role that, by using tools, significant adults play in a child’s
learning. The child’s learning is shaped by the intervention of significant adults, which is termed
as mediator; the experiences that mediators provide is refer to as mediated learning experiences
For Vygotsky, the tools, which mediate people’s thoughts and feelings, are various symbolic systems, language being the most important one.
Feuerstein elaborated the concept of mediation from cognition-modification point of view. He developed the theory of mediated learning experience, describing the nature of mediation from 12 aspects.
3. What is the role of teacher ? How do significant adults mediate a child’s learning ?
The mediator’s actions are characterized by a motivational or value-oriented event or experience that leads the student to become meaningfully involved in the learning.
- Select, organize the stimuli that they think most appropriate
- Prent the stimuli in ways that they consider most appropriate
伊犁市
- Direct the learner’s attempts in responding to the stimuli
- Feedback on the learner’s respons to the stimuli
军婚言情小说
4. Why mediator important? –to promote higher level developmet
The concept of ZPD (The zone of proximal development):很幸福
The zone of proximal development is the range of potential each person has for learning, with that learning being shaped by the social environment in which it takes place. This potential ability is greater than the actual ability of the individual when the learning is facilitated by someone with greater experti (Wertsch, 1991). This concept is related to that of intermental and intramental abilities. Initially the infant's cries exist only for the infant. The respon to the infant's cries result in the infant using crying intentionally. Thus, the infant has learned with the help of another that crying can bring about specific changes. It is in the zone of proximal development, through social interaction that we learn how to u the psychological tools available to us.
5. Contents of mediation (12 features in three major aspects )
归无计扎马步有什么好处In sum, the teacher mediates learning in
- motivating learners to learn ( make students aware of the current and potential value of the task; make clear what is required to do )
- enhancing learners’ n of lf-control (n of competence, right level of challenge; goal-tting; awareness of change etc.)
- promoting learners’ collaborativeness ( share to learn; n of belonging)
历届高考作文 (refer to the textbook)
Question: Are there any other aspects in teacher’s mediation of learning ?
6. Mediation through classroom talk and task
How does the teacher actually realize his mediator’s role ? We can say that the teacher
realizes mediation mainly through two means: the way he interacts with the learner (classroom talk)and the way he designs and organizes activities for the learner(classroom task).
