皮亚杰理论的教学应用.docx

皮亚杰理论的教学应用Many pre-school and primary programs are modeled on Piagets 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 childs abilities （意在引起认知冲突）, but NOT present material or information that is too far beyond the childs level（但要基于原有认知结构）. It is also recommended that teachers use a wide variety of concrete experiences to help the child learn (e.g., use of manipulatives, working in groups to get experience seeing from anothers 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 mediatorAims: 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 proposed by Feuerstein - classroom talk and task as means for the teacher to mediate learningThe materials- textbook, Chapter 4 and Chapter 8- websites:Procedures:1. Lead-in1) Remind the participants of Vygotskian theories in social interactionism and social constructivism- mediation- ZPD- Inter-mental level and intra-mental level2) 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 promotelearning, which refers to the facilitating role that, by using tools, significant adults play in a childslearning. The childs 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 peoples 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 childs learning ? The mediators 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 - Present the stimuli in ways that they consider most appropriate - Direct the learners attempts in responding to the stimuli- Feedback on the learners responses to the stimuli 4. Why mediator important? to promote higher level developmetThe concept of ZPD (The zone of proximal development):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 expertise (Wertsch, 1991). This concept is related to that of intermental and intramental abilities. Initially the infants cries exist only for the infant. The response to the infants 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 use the psychological tools available to us. 5. Contents of mediation (12 features in three major aspects )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 sense of self-control (sense of competence, right level of challenge; goal-setting; awareness of change etc.)- promoting learners collaborativeness ( share to learn; sense of belonging) (refer to the textbook) Question: Are there any other aspects in teachers mediation of learning ?6. Mediation through classroom talk and task How does the teacher actually realize his mediators 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). Learner Simuli M M Response (input) (output)7. Classroom interaction Here we focus on teacher talk, that is how teacher does in- Explaining/presenting ( highlight the most important information /stimuli to students)- Directing /instruction ( clarify the requirement and procedure to students)- Questioning/eliciting ( direct students higher-level thinking / elicit their higher-level response )- Feedback/evaluation (give students right information inducing better performance and positive self-concept) (cases of classroom talk illustrating mediated learning)Self-Concept and Self-EsteemCitation: Huitt, W. (2004). Self-concept and self-esteem. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved date, from /whuitt/col/regsys/self.htmlBy self, we generally mean the conscious reflection of ones own being or identity, as an object separate from other or from the environment. There are a variety of ways to think about the self. Two of the most widely used terms are self-concept and self-esteem. Self-concept is the cognitive or thinking aspect of self (related to ones self-image) and generally refers to the totality of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence (Purkey, 1988).Self-esteem is the affective or emotional aspect of self and generally refers to how we feel about or how we value ourselves (ones self-worth). Self-concept can also refer to the general idea we have of ourselves and self-esteem can refer to particular measures about components of self-concept. Some authors even use the two terms interchangeably. (“自我概念”和“自尊”都是与对自己的认识有关的概念；有时甚至混用。如果要区分的话，则前者更侧重自我认识的认知成分；后者侧重情感成分)Franken (1994) states that there is a great deal of research which shows that the self-concept is, perhaps, the basis for all motivated behavior. It is the self-concept that gives rise to possible selves, and it is possible selves that create the motivation for behavior (p. 443).This supports the idea that ones paradigm or world view and ones relationship to that view provide the boundaries and circumstances within which we develop our vision about possibilities. This is one of the major issues facing children and youth today (Huitt, 2004).Franken (1994) suggests that self-concept is related to self-esteem in that people who have good self-esteem have a clearly differentiated self-concept. When people know themselves they can maximize outcomes because they know what they can and cannot do (p. 439).It would seem, then, that one way to impact self-esteem is to obey the somewhat outworn cliche of Know thyself. We develop and maintain our self-concept through the process of taking action and then reflecting on what we have done and what others tell us about what we have done. We reflect on what we have done and can do in comparison to our expectations and the expectations of others and to the characteristics and accomplishments of others (Brigham, 1986; James, 1890). That is, self-concept is not innate, but is developed or constructed by the individual through interaction with the environment and reflecting on that interaction. This dynamic aspect of self-concept (and, by corollary, self-esteem) is important because it indicates that it can be modified or changed. Franken (1994) states there is a growing body of research which indicates that it is possible to change the self-concept. Self-change is not something that people can /will but rather it depends on the process of self-reflection. Through self-reflection, people often come to view themselves in a new, more powerful way, and it is through this new, more powerful way of viewing the self that people can develop possible selves (p. 443).There are a several different components of self-concept: physical, academic, social, and transpersonal. The physical aspect of self-concept relates to that which is concrete: what we look like, our sex, height, weight, etc.