建构主义理论代表人物JeanPiaget(1896-1980)

1、Jean Piaget (1896-1980)Swiss psychologist and pioneer in the study of cognitive development. Best known for his research on the development of cognitive functions in children.Theory Children evolve through specific stages in which cognitive structures become progressively more complex. In the sensor

2、imoto(感觉运动的)stage (0-2 years), intelligenee develops through sensory experiences and movement. Intelligence in the preoperational stage (2-6 years) includes the use of symbols such as pictures and words to represent ideas and objects.Cognitive development during the concrete operational stage (6-11

3、years) includes logic but requires physical examples to which the logic can be applied.In the final formal operational stage (11+years), thinking includes abstract concepts. This allows analytical and logical thought without requiring references to concrete applications. Learning occurs through adap

4、tation to interactions with the environment. Disequilibrium (不平衡，失调) gives rise to Assimilation (同化)of a new experienee which are added to existing knowledge, or Accommodation顺 应), which is modification of existing understanding to provide for the new experience.John Dewey (1859-1952)American philos

5、opher and educator. Established the experimental Laboratory School at the University of Chicago. Commonly regarded as the father of progressive education in America. He wrote extensively on education.Theory Students learn by “directedliving, w”ith an emphasis on workshop-type projects so that learni

6、ng is combined with concrete activity and practical relevance. He rejected the practice of rote learning which was the common mode of instruction in his day.Implications for instruction Dewey'sideas lie at the heart of the constructivist curriculum. Students must be engaged in meaningful and rel

7、evant activities which allow them to apply the concepts they are en deavori ng to lear n. Han ds-o n(动手做) projects are the key to creat ing authe ntic lear ning experie nces.Jerome Bruner (1915- )American psychologist. He wrote The Process of Education(1960),which emphasized curriculum innovation gr

8、ounded in theories of cognitive development.Theory Learning is an active, social process in which students construct new ideas or concepts based on current knowledge. The students selects information, originates hypotheses, and makes decisions in the process of integrating experiences into their exi

9、sting mental constructs.Implications for instruction The teacher encourages students to discover principles by themselves. The teacher and students should actively discuss issues and concepts. The teacher must translate information to be learned into a form appropriate to the learner's current s

10、tate of understanding. A variemethods, many choices available to the student, and multi-age peer groups all facilitate learning.Lev Vygostsky (1896-1934)Russian psychologist, originally a teacher and literary scholar. He wrote Thought and Language and Mind in Society.Theory Social interaction plays

11、a fundamental role in the development of cognition. Vygotsky believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual 's mental structure.A more experienced patrner (whether peer or teacher) is able to provide“scaffoldingmatter

12、 to support the student's evolving understanding.Another aspect of Vygotsky 'thseory is the idea that the potential for cognitive development is limited to a “zoneof proximal development (”邻近发展区，简称 ZPD). This “zone”is the area of exploration for which the student is cognitively prepared, but

13、 requires help and social interaction to fully develop.Implications for instruction Students need socially rich environments in which to explore subjects with teachers and peers. Opportunities to work with more experienced peers are especially important to help the student develop a higher level of

14、cognitive functioning. Support for learning can also come from instructional practices such as graphic organizers, guided practice.? Computer Assisted Language Learning (CALL) is often perceived, somewhat narrowly, as an approach to Ian guage teachi ng and lear ning in which the computer is used as

15、an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substa ntial in teractive eleme nt.? Levy (1997:1) defi nes CALL more succi nctly and more broadly as "the search for and study of applicati ons of the computer in Ian guage teachi ng and lea

16、rnin g". Levy's defi niti on is in line with the view held by the majority of modern CALL practitioners.CALL Computer Assisted Lan guage Lear ningEight applicati ons? Word process ing? Games? Literature? Corpus Lin guistics? Computer-mediated com muni cati on (CMC)Computer-mediated com muni

17、 cati on (CMC) is defi ned as any com muni cative tran sact ion that1occurs through the use of two or more networked computers. Research on CMCocuses largely on the social effects of differe nt computer-supported com muni cati on tech no logies. Many rece nt studies invo Ive In ternet-based social n etwork ing supported by social software.Popular forms of CMGnclude e-mail , video , audio or text chat (text conferencing including "in sta nt messag in g"), bullet inboards, list-servsa nd MMQ These sett ings are cha ngingrapid