英国利物浦论文代写:建构主义运动
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英国利物浦论文代写:建构主义运动

2017-10-25 12:58

建构主义运动是形成于皮亚杰(1976)和维果茨基(1986)的人认为工作学习的心理结构的影响,即学习者结合自己已有的知识与新的信息,构建的意义和制定他们的理解。建构主义理论认为,学习是一个主动的过程,一种社会活动,语境,以意义建构以学习者在知识获取一个负责任的代理人(loyens 2007。在建构主义学习,个人画在他们周围世界的经验和工作使他们觉得为了建立什么是他们周围的理解(Harris,1994)。由于建构主义涉及学习者与学习环境的即时互动,学习被认为是情景和上下文绑定的活动(麦金纳尼和麦金纳尼,2002。建构主义是一个总称,包括建构主义视角范围广,可以分为两个分支;认知建构主义(皮亚杰,1976)和社会建构主义理论(维果茨基,1986)。子类型认为知识是由个人建构而2003积极拜伦鲍姆,通过不同介质的使用;通过一系列的内部,知识阶段(认知建构主义),或通过社会互动包括相互作用的外部世界,体验(社会建构主义)。众多的角度对建构主义在这两个亚类型可以基本上围绕着根深蒂固的假设学习。那就是,知识是由学习者主动建构(拜伦鲍姆2003;Harris和亚力山大1998)
英国利物浦论文代写:建构主义运动
The constructivist movement was formed on Piaget's (1976) and Vygotsky (1986) work who view learning as the effect of mental construction, whereby learners combine their existing knowledge with new information, to construct meaning and formulate their understanding. The constructivist theory proposes that learning is an active process, a social activity, contextual, centred on constructing meaning and regards the learner as a responsible agent in their knowledge acquisition (Loyens 2007. In constructivist learning, individuals draw in their experience of the world around them and work to make sense of what they perceive in order to build an understanding of what is surrounding them (Harris, 1994). Since constructivism involves learners to interact with their immediate learning environment, learning has been considered to be situation-specific and context-bound activity (McInerney and McInerney, 2002. Constructivism is an umbrella term to encompass the wide range of constructivist perspectives, which can be separated into two branches; cognitive constructivism (Piaget, 1976) and social constructivism (Vygotsky, 1986). Both sub-types believe that knowledge is actively constructed by individuals Birenbaum 2003, however through the use of different mediums; either through a series of internal, intellectual stages (cognitive constructivism), or by social interaction including interactions with world based, external experiences (social constructivism). The numerous perspectives on constructivism within these two sub-types could be essentially grouped around a rooted assumption about learning. That is, knowledge is actively constructed by the learner (Birenbaum 2003; Harris and Alexander 1998)