Please enable JavaScript.

Coggle requires JavaScript to display documents.

Theories of Learning, Role of the learner in the learning process學習過程中的角色,…

- - - - The internal processes of the mind (black box) are inaccessible or methodologically opaque.需要可觀察，不然心理沒辦法測量為黑箱
      - Studies direct correlations
        between stimuli and responses.刺激與反應之間的相關性
    - - The mind is a set of covert informational processes situated between perceptual input and behavioural output.心智被視為一組隱性的資訊處理歷程，位於知覺輸入與行為輸出之間。
    - - The mind is a system that actively engages in the interpretation of information, using previous knowledge to generate information about present and future experiences.心智是一個會主動參與資訊詮釋的系統，並運用過去的知識，來產生對當下與未來經驗的理解與預測。
  - - - Learning occurs through associations between stimulus and response. Acquisition of knowledge is increasingly sophisticated leading to new types of behaviours.學習是透過刺激與反應之間的關聯而發生的。知識的獲取日益複雜，從而導致新的行為類型。
    - - Learning is an internal processing of information that leads to understanding and knowledge retention by means of cognitive strategies, i.e. formation and storage of mental representations.
        學習是對資訊進行內部處理的過程，這種處理最終導致理解和知識的保留，其依據是認知策略，即心理表徵的形成與儲存。
    - - Learning means updating one’s interpretative models, i.e. acquiring methods to elaborate(詳盡說明) the meaning of new experiences based on the meaning of past experiences.
        學習意味著更新個體的詮釋模型，也就是說，根據過去經驗的意義，獲得方法來進一步理解與詮釋新的經驗。
  - - - Associations are direct input-output correspondences
        established through repetition or reinforcement mechanisms.這些聯結是直接的輸入—輸出對應關係，並且是透過重複或增強機制（強化）所建立的。
    - - The learning process is in interaction with environmental circumstances環境情境的互動 seen as objectively founded and quantifiable. Learning occurs through intellectual processes. Mental processes interact with environmental factors thus affecting learning.學習過程與環境情境的互動中進行，而這些環境被視為客觀且可量化的。學習是透過心智（認知）歷程而發生的；同時，心理歷程會與環境因素相互作用，進而影響學習。
    - - Learning is a process that, whether individual or collaborative, builds up from past knowledge and through an active effort of creative synthesis. As the learning process does not follow a linear trajectory, the learning outcomes are largely unpredictable and hence difficult to consistently be framed within a predefined template.學習是一個過程，無論是個人或協作進行，都是建立在既有知識之上，並透過主動的創造性整合而形成。由於學習過程並非遵循線性的發展軌跡，其學習成果在很大程度上是不可預測的，因此也難以穩定地套用於預先設定的框架之中。
  - - - Learning is a passive process, based on exposure to environmental stimulation. Individual initiative and creativity play little role in it.學習是一個被動的過程，主要基於對環境刺激的接觸與暴露。在這個過程中，個人的主動性與創造力所扮演的角色很小。
    - - 學習者的角色是主動的，因為他們必須主動尋找資訊並解決問題，但這種活動完全是智力層面上的。在資訊處理中，身體（具身）因素並不發揮積極作用。 The role of the learners is active, because they have to seek information and solve puzzles, but it is entirely intellectual. The embodied component of information processing does not play an active role in it.
    - - Social-constructivism: the learner participates in a social and collaborative process. Stage of cognitive development: the learner elaborates new experiences moving through consecutive stages of cognitive development through assimilation and accommodation.社會建構主義（social-constructivism）：學習者參與一個社會性與合作性的過程。
        認知發展階段：學習者透過同化（assimilation）與調適（accommodation），在連續的認知發展階段中逐步建構並理解新的經驗。
  - - - discovery learning; simulations.
        
        brainstorming; collaborative learning;
        
        problem-based learning;
        
        Case studies; research projects;
    - - Categorization and chunking of information
      - association between conceptual contents概念內容之間的聯結
      - definition of logical structures
      - problem solving
      - strategies of memorization
      - imagery; active 意象化
    - - Role-play
      - rote work and drill
      - active participation
      - verbal reinforcement語言增強
      - establishing rules建立規則
      - joint work
      - social interaction
      - incentives激勵措施
- - - - collaboration
        
        , learners dothe work together,
      - cooperation
        
        , learners split the task and work, on their sub-task and finally assemble the results into a common output
- - - - like the mind as a "black box"
    - - operant conditioning.
        
        reinforcement and punishment mechanisms to control and predict behaviour利用強化和懲罰機制來控制和預測行為
      - Precision Teaching 精準教學法
  - - - Social Constructivism
        
        Zone of Proximal Development (ZPD)", arguing that a more knowledgeable other (a teacher, caregiver, or peer) can offer substantial help in "scaffolding" the learner to step forward to a more advanced level of knowledge
    - - cognitive
      - constrructivist
- - - - adapting existing knowledge to incorporate new information, which is typically more difficult for the learner, such as learning a programming language for the first time
        將現有知識應用於新訊息，這對學習者來說通常更困難，例如第一次學習程式語言。
    - - integrating new information within existing knowledge structures 舊有知識加入新知識