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随机通达教学(Random Access Instruction)理论是20世纪90年代初斯皮罗(Spirco)研究提出的,属于建构主义理论的一个分支。学生学习知识的目的是运用知识解决问题,知识运用时存在概念的复杂性和事件的差异性,学习者会从不同角度建构信息的意义,运用信息解决问题,因情境不同,认识问题、解决问题的方式方法不同,具有一定的随机性。我们将学生解决问题的方式用于教学,课堂是随机的、生成性的,斯皮罗由此提出了随机通达教学理论。随机通达教学是用互不重合的改组型教学情境,在不同时间对同一内容的多次反复学习,让学习者于情境中从不同角度理解知识,形成情境
The theory of random access instruction, put forward by Spirco in the early 1990s, belongs to the branch of constructivism. The purpose of students’ learning knowledge is to use knowledge to solve the problem. There is the complexity of the concept and the difference of the events when using the knowledge. The learners construct the meaning of the information from different angles, use the information to solve the problem, recognize the problem and solve the problem Different ways and means, with a certain degree of randomness. We use the way students solve the problem for teaching, the classroom is random, generative, Spiro thus proposed the theory of random access teaching. Random access to teaching is the use of non-overlapping teaching restructuring of the situation, at different times on the same content repeatedly learning, so that learners in the context of understanding from different angles to understand the situation, the formation of the situation