当信息被呈现在一个结构良好的和简单的方法,传统的方法可能是有用的,学习者通过使用线性模型的信息。但当知识域是复杂,材料架构不良,上述传统方法可能是无效的教育计划的高等教育(迪克,1991)。在一个典型的大学课程,教师遵循线性方法向学生介绍学科,如讲座、教程、例子提出了在传统的教学方式。因此,有时这些方法无法完成的复杂教育目标不同的学术领域。在这些领域,学生必须吸收和容纳的信息和知识在自己的曲目和黑板能够转移的知识在新的不同域名的潜在职业实践。特别是,当大学生必须学习不同的概念从不同的学术观点跨学科领域,反映了这种知识在行动的能力,根据不同的问题的要求在他们的职业生涯。(斯皮罗等人。,1991)。因为教学是一个非常复杂的过程,CFTapproach是一个重要的元认知方式为教师发展他们的专业知识。根据钢管,学生被教导的方式影响他们获得认知结构的方法,信息和知识的表示和存储。此外,教师可以灵活扩展,理解各种董事会这些知识在他们的专业实践。信息和知识应该被以各种各样的方式和技巧,以灵活的理解和解决了结构性问题在一个位于上下文。
美国华盛顿大学论文代写:信息被呈现
When information is being presented in a well-structured and simple way, traditional methods could be useful for the learners by using a linear model to present the information. But when the knowledge domain is complex, and the material ill-structured, the aforementioned traditional methods could be ineffective for educational programs in tertiary education (Dick, 1991).During a typical university course, the instructor follows linear methods to introduce the students to the academic subjects, such as lectures, tutorials, or examples presented in a traditional instructional way. Thus, sometimes these approaches fail to accomplish the complex educational objectives of different academic domains. In these domains, students have to assimilate and accommodate the information and knowledge in their own repertoire and be able to transfer this board of knowledge across the new varied domains of their prospective professional practices. Especially, when university students have to learn different conceptual perspectives from various academic interdisciplinary domains, the ability to reflect this knowledge in action, according to the demands of the different problems in their career. (Spiro et. al.,1991).Due to the fact that the teaching is a very complex process, CFTapproach is an important meta-cognitive way for teachers to develop their professional expertise. According to CFT, the way students are taught affects the method they acquire their cognitive structures, the representation and storage of information and knowledge. Furthermore, teachers could flexibly extend, understanding a wide range of the board of this knowledge in their professional practice. Information and knowledge should be presented in a variety of ways and techniques in order to be flexible to understand and solve the ill structured problems in a situated context.
