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תאוריות - Coggle Diagram
תאוריות
CLT
הערכה אלטרנטיבית, פחות פורמלית
רב תחומי
תקן ביצוע
שימוש רחב בחומרים ומצבים אותנטיים
LSP
מידע קודם
מיומנויות שפה תפקודית
לומד פעיל
פוקוס על תהליך למידה
התייחסות לשוני
חשיבה: קשר לעולם
כתיבה: חיבור, נאום
האזנה - מורה פעיל חלקית
הקשר חברתי
מורה מלמד כאילו "by the way"
UBD
(UBD) הוא מסגרת התכנון, לא תאוריה, שיטה או גישה
Backward design (3 steps)
זיהוי הישגים שאליהם הלומדים צריכים להגיע
הגדרת דרכי הערכה ואמצעי הערכה
תיכמון יחידה, הוראה או מוצרים סופיים (פרוייקט)
פיתוח החשיבה הקריטית (שאלות מהותיות)
רעיון "גדול" מאחורי התכנון
BEHAVIORIST THEORY
mechanic, isolated learning
reaction to stimuli
follows Renaissance thinkers
Laplace claims that scientists can measure the position and velocities of all particles in the universe (Larsen-Freeman, 2002)
תורת הכאוס
complex linear systems and language
Non-linear learning
Larsen-Freeman (1997): languages undergo nonlinear changes diachronically. New forms enter and leave the language in a non-additive and non-predictable way. Different speakers may use different forms to mean the same thing.
Larsen-Freeman: dynamic
any time a language is used, it changes. there is no difference between the current use and change/ growth because they are isomorphic processes.
language - dynamic non-linear system
Larsen-freeman: complexity
Language is complex and composed of many different subsystems which are all interdependent.
Winter, 1994: fractality
All information systems need to be fractal in shape in order to make them comprehensible and thus shareable.
Mohanan (1992) Strange attractor: UG (universal grammar)
UG as ‘fields of attraction’ that permit infinite variation in a finite grammar space.
Larsen-Freeman: sensitivity to initial conditions
Universal Grammar (UG) the initial condition of human language, which contains certain principles that constrain the shape of human languages
complex linear systems and L acquisition
classroom as a complex system, languages go through chaos and order like living organisms
Finch 2001 - the educational context, and specifically the classroom, is considered as a complex system in which events do not occur in linear causal fashion, but in which a number of forces interact in complex, self-organizing ways, creating changes that are partly predictable and partly unpredictable
Larsen-Freeman (1997): issues in SLA that can be illuminated by chaos/complexity theory: mechanisms of acquisition, definition of learning, the
instability and stability of interlanguage, differential success, and the effect of instruction
Larsen Freeman -
language learning is a dynamic, complex, open, self-organizing, feedback sensitive, and constrained by strange attractors, nonlinear system as are physics, biology, and other sciences
focus on organization rather than isolation, observes the organization of the interactions that held the parts together
NASRIN HADIDI TAMJID: conclusion
תורת הכאוס
quantum physics: cross-influence of particles located in different places
education of the whole person,
comes from Greek /Chinees education philosophy
holistic view of the reality:
connectivity / interactions inside a system determine its character.
physics: discovery of unpredictability which accompanies larger, more complex, nonlinear systems
synthesis of emergent wholes: from unpredictable interactions, larger structures emerge
Complex non-linear systems
1.dynamic
nolinear
chaotic
unpredictable
sensitive to initial conditions
open
self-organizing
feedback sensitive
adaptive
have strange attractors
fractality
SCHEMA / SCHEMATA Psycholinguistics
A schema is a structure in semantic memory that specifies the general or expected arrangement of a body of
information
The notion of a schema is not new in psychology. It is generally associated with the early work on story
recall by Bartlett (1932).
Schemata Theory is based on Goodman (1967)’s psycholinguistic model that reading is a guessing game.