apprenticeship(認(rèn)知學(xué)徒)

1、Jorma, E., (1994). Situated programming in a LEGOLogo Environment. Computers Education, 22(1), 119-128.0、 Abstract：a. The purpose was to promote the mediation of the thinking skills and heuristic processes of an expert working in a complex technology environment.b. Cognitive apprenticeship(認(rèn)知學(xué)徒) and

2、 the constructivist conception of learning were applied to organize the learning process.1、 Introduction：a. The recent demands for development of the school curriculum emphasize that learning seems to be both contextually bound and constructive in character.b. 也就是要促進(jìn)學(xué)生高層次的思考技巧(high level thinking sk

3、ills)及啟發(fā)式教學(xué)。c. However, the problem of how to convey thinking skills connected to high-level performances in practical learning situations, has remained largely unsolved.2、 Concept representations and mental models in direction of learning：a. According to the cognitive conception of learning, a succ

4、essful learning process seems to be based on the knowledge the student already has and the thinking skills he possesses.b. Mental modelthe representation of the students concept (theory or idea).Help students to identify the phenomenon or the situation.c. 學(xué)生是學(xué)習(xí)的主體，而非只是靠被傳授知識(shí)來學(xué)習(xí)。3、 Skilful problem so

5、lving：a. The learning situation can also be seen as a problem-solving process.b. Success problem solving include the ability to plan ones own action, to work forwards、backwards with the problem, the division of problem into subproblems.c. Experts are able to build larger solution models and plans in

6、 order to interpret the situation and in turn, to solve the problem.4、 Expertise and its development in school learning：a. The theory of cognitive apprenticeship has offered as a solution for making expert knowledge structure transparent and conveyable for the students.b. Applications of cognitive a

7、pprenticeship teaching：i. Modelingii. Coachingiii. Scaffolding and fadingiv. Articulationhelp students externalize（具體化） and demonstrate their knowledge and thinking v. Reflectionvi. Exploration5、 LEGOTClogo as a learning environment for programming：a. LEGOTClogo的特性能夠達(dá)到cognitive apprenticeship teachi

8、ng及支援實(shí)行以情境化的方法來學(xué)程式語言。6、 Research questions：a. 目的：apply cognitive apprenticeship to the learning of thinking and knowledge involved in a complex phenomena.b. 研究問題：學(xué)生在實(shí)作一個(gè)自動(dòng)洗衣機(jī)的過程中，如何計(jì)劃及實(shí)作時(shí)所用的策略。7、 Method：a. The learning environment：the automatic washing machineb. 3 hours each, during 3 weeks, 26 個(gè)13-

9、14歲的學(xué)生，two groups boy group and girl groupc. Discussion supervised by the teacher -> tree structure and a flow char -> study logo programming language -> plan how to program a whole washing program, discussing、think aloud、modeled the structure and actions by using tree structure -> to st

10、ructure their own programs, working in groups of two , and teacher gradually faded his interventions -> the last class, give students a project assignmentd. 資料收集：分析學(xué)生的程式了，解學(xué)生計(jì)劃的類型、透過vedio8、 Results：a. The realization of the plans(表)- only few groups realized that these phases are based on subphas

11、es- The boys programs include somewhat more nodes than those of the girlsb. The strategies of programming- Forward chaining vs backward chaining- 用圖解的方式讓學(xué)生將目標(biāo)分成子目標(biāo)，是希望他們可以用backward的方式來解決問題。- 以下以四組的情況來說明：(1) L組：u 一開始是backward chaining ，但沒有再細(xì)分下去完全backward chaining(2) M組：只要一個(gè)subprocedure完成便test。在spinin

12、g的地方發(fā)生困難。(3) F組：9、 summary：a. Planning is linked to a situation graph helps to provide the experimentation phase with an organized procedural path that has some similarities to the behavior of an expert.b. Few groups of students were able to internalize(內(nèi)化) fully the modeled backward chaining approach, bu