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美国通信学论文代写:杜伊和皮亚杰

杜伊和皮亚杰认为教育工作者有一个作用在从环境、塑造学生的经验和理解环境可能产生的经验,将导致经济增长。杜威(1916)认为教育的主要功能是开发推理过程和问题研究应该从学习者的自身利益。他认为这是至关重要的,因此,“有一个连续的活动中他是感兴趣的”(P.163),“…开发一个真正的问题在这种情况下作为一个刺激思想”(同前)。通过这种方式,建构主义强调学习者的发展方法解决实际问题的能力,这样“free-discovery”和“解决问题”。因此,知识是动态的和构造的发现过程(杜威,1916),教师被视为指导而不是作为一个创造性的学习,因为学习可以让主管互动而不是纯粹的输出量。

美国通信学论文代写:杜伊和皮亚杰

Both Dewy and Piaget considered that educators have a role to play both in shaping the student’s experience from the environment, and understanding which surroundings are likely to engender experiences that will lead to growth. Dewey (1916) believed that education’s main function was to develop the reasoning process, and that problems to be studied should be drawn from the learner’s own interests. He viewed it as essential, therefore, that “there be a continuous activity in which he is interested for its own sake” (P.163) and that “…a genuine problem develop within this situation as a stimulus to thought” (Ibid.). In this way, constructivist methods emphasise the development of the learner’s ability to solve real-life problems, and in doing so ‘free-discovery’ and ‘problem-solving’ come together. As a result, knowledge is dynamic and constructed upon the discovery process (Dewey, 1916), and the instructor is viewed as a guide instead of as a director of learning since learning allows for creative interaction rather than being purely outcome-based.

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