Instructional Models of Constructivism

Question 1: What are the teaching models guided by constructivist theory Under the influence of constructivist learning theory and teaching theory, a variety of teaching models have been developed. Among them, the more mature ones are the anchor teaching model, the cognitive learning migration model, the scaffolding teaching model and the randomized visit model.

(a) Anchor teaching mode

Anchor teaching is through the students in a complete, real problem background, generate the need to learn, and through mosaic teaching and the interaction between students, communication, so that the students themselves active learning, generative learning, to achieve the learning goals. It can be seen that anchor teaching is based on real examples or problems (as "anchor"), so it is sometimes called "example-based teaching" or "problem-based teaching". Anchor teaching consists of several components:

(1) Creating an authentic situation, i.e., anchoring.

(2) Organize instruction around the anchor.

(3) The independent learning process of students, in which students' autonomy and cooperation should be given full play to, and students are encouraged to discover ways to solve problems on their own.

(4) The transfer of knowledge. In this session, the previously set "anchor" will be dissolved, students should break through the original scenarios, knowledge transfer, that is, we often say that one to three.

A study by the Wimbilt Group on Cognition and Technology found that not only did anchoring improve students' ability to solve complex problems, but interestingly, teachers in regular schools were able to use anchoring to help their students achieve high scores on standardized tests and a variety of other tests.

(ii) Cognitive Apprenticeship Model

The Cognitive Apprenticeship Model is an important model in constructivist teaching. It constructs an effective teaching environment from four aspects.

(1) In terms of content, the Cognitive Apprenticeship Model specifies four types of content that should be presented: ① Presentation of basic knowledge of the subject. ② Presentation of basic principles of effective problem solving. ③Strategic selection of knowledge. ④ The choice of ways to learn the content.

(2) in terms of strategy, the cognitive apprenticeship teaching model provides for six teaching strategies: ① imitation, that is, the teacher to present their own problem-solving process, to the students to play the role of an example. ② Counseling, which provides students with necessary assistance. ③The dismantling and destroying of problem scenarios, so that the problem changes continuously with the development of students' abilities and cognition to meet the new developmental requirements of students. ④ Provide students with opportunities to show their results. ⑤ Reflection to find out the differences and gaps by comparing with the teacher's problem solving ideas. ⑥ Encourage students to conduct further inquiry.

(3) In terms of the order of teaching, the Cognitive Apprenticeship model provides three ways of ordering the content: ① Arrange the content in the order of simple to complex and easy to difficult. This way of arranging content is conducive to the gradual progression of student learning. ② Horizontally increasing the content, i.e., increasing the diversity of the content. This sequence of content is conducive to the development of students' ability to learn by example. ③ Arranging the content in the order from whole to specific and from system to branch. This sequence is conducive to the formation of students' overall concept.

(4) On the issue of socialization, in order to enable students to be closely connected with the society so that they can be socialized as soon as possible, the Cognitive Apprenticeship model provides five teaching strategies: ① Situational learning. ② Simulation, i.e., further simulation of activities in the real world. ③ Student-expert interaction. ④ *** Intrinsic motivation of students and development of problem solving skills in uncontrolled situations. ⑤ Cooperative learning.

(iii) Scaffolding model

According to the document of the Distance Education and Training Program (DGX) in Europe, scaffolding is defined as: "Scaffolding should provide a conceptual framework for learners to construct their understanding of knowledge. The concepts in such a framework are needed to develop the learner's further understanding of the problem, and for this reason, it is important to break down complex learning tasks in order to lead the learner progressively deeper in his or her understanding." This idea is derived from the theory of the "zone of nearest development" of the famous Soviet psychologist Vygotsky. According to Vygotsky, there exists a certain distance between a child's actual level of development when solving problems independently and the potential level when solving problems under the guidance of a teacher, and this distance is the student's zone of nearest development. The role of teaching lies in the elimination of the distance between the two, to promote the development of students to a higher level of knowledge.

The scaffolding teaching generally consists of the following links:

(1) build scaffolding, that is, around the current learning theme, to the students of the nearest development area as the basis for the establishment of the conceptual framework.

(2) Entering the context, i.e. a pivot point in the conceptual framework.

(3) independent exploration, the teacher can give students some relevant demonstrations, play a role in inspiring guidance. And then again by the students to think independently, independent exploration, but the teacher should give timely guidance and help to ensure that students along the general ...... >>

Question 2: What are the specific patterns included in the constructivist teaching model? There are three main models of constructivist instruction: Scaffolding Instruction, Anchoring Instruction, and Random Access Instruction

Scaffolding Instruction

Scaffolding Instruction is defined as: "Scaffolding should provide a conceptualframework for the learner to construct his or her understanding of knowledge. Conceptualframework) for learners to construct their understanding of knowledge. The concepts in such a framework are needed to develop the learner's further understanding of the problem, and to this end, complex learning tasks are broken down beforehand in order to facilitate the gradual progression of the learner's understanding."　Scaffolding originally referred to the scaffolding used in the construction industry, and is used here to visualize a way of teaching and learning: the child is seen as a building, and the child's 'learning' is a continuous, active process of constructing him/herself; the teacher's 'teaching' is a necessary scaffolding to support the child's continuous learning. The teacher's "teaching" is a necessary scaffolding that supports the child's ongoing construction of himself or herself and the building of new abilities. Scaffolding teaching is based on the theory of "zone of nearest development" of Vygotsky, a famous psychologist in the former Soviet Union. According to Vygotsky, when measuring a child's intellectual development, at least two levels of development should be identified: the child's current level of development and the potential level of development, and the area between these two levels is called the "zone of nearest development". Teaching should begin at the child's potential level of development and continue to create a new zone of nearest development. The "scaffolding" in scaffolding teaching should be built according to the "nearest developmental area" of the students, and through the scaffolding effect, the students' intelligence is constantly guided from one level to another higher level.　Scaffolding teaching consists of the following links: (1) build scaffolding - around the current learning theme, according to the "nearest development zone" requirements to establish a conceptual framework.

(2) Contextualization - introducing students to a problematic situation.

(3) Independent exploration - allowing students to explore independently. Exploration includes identifying the various attributes associated with a given concept and ranking the attributes in order of importance. Exploration of the beginning of the first by the teacher to inspire guidance, and then let the students to analyze their own; exploration of the process of the teacher should be prompted to help students along the conceptual framework of the gradual climb.

(4) collaborative learning - group consultation, discussion. The results of the discussion may make the original determination, the concept of the current study of the attributes related to the increase or decrease in the order of the arrangement of various attributes may also be adjusted, and to make the original multiple conflicting views, and a variety of attitudes of the complex situation gradually become clear and consistent. In *** enjoy the results of collective thinking on the basis of a more comprehensive and correct understanding of the current concepts learned, that is, the final completion of the construction of the meaning of the knowledge learned.　(5) evaluation of the effect - the evaluation of the learning effect includes the self-evaluation of individual students and the learning group's evaluation of individual learning, the evaluation includes: ① independent learning ability; ② contribution to the group's collaborative learning; ③ whether to complete the construction of the meaning of the knowledge learned.

Anchored Instruction

This kind of teaching requires the establishment of an infectious real event or real problem. The identification of such real events or problems has been likened to "anchoring", because once such events or problems have been identified, the entire content and process of teaching has also been identified (like a ship anchored). According to constructivism, the best way for learners to complete the construction of meaning for what they have learned, i.e., to achieve a deep understanding of the nature of the things reflected in the knowledge, the laws, and the connection between the things and other things, is to let the learners go to the real world to feel and experience the real environment (i.e., to learn by acquiring direct experience), instead of just listening to the introduction and explanation of the experience by other people (e.g., the teacher). and explanation. Because anchor teaching is based on real-life examples or problems (as "anchors"), it is sometimes called "example-based teaching" or "problem-based teaching" or "contextualized teaching". "contextualized teaching".　Anchor teaching consists of several components: (1) Creating the context - enabling learning to take place in a situation that is generally consistent with, or similar to, reality.　(2) Determine the problem - in the above situation, select the real events or problems closely related to the current learning topic as the center of learning. The selected event or problem is the "anchor", and the function of this link is to "throw the anchor".　(3) independent learning - not by the teacher directly tell students how to solve the problem faced, but by the teacher to provide students with relevant clues to solve the problem, and pay special attention to the development of students' ...... >>

Question 3: What kinds of constructivist teaching methods 1, random access teaching

The learning of the same content should be divided into different time several times, each time the situation is reorganized, and different purposes, respectively, focus on different aspects of the problem.

(For example, kindergarten curricula require many activities at different levels for each topic to help children learn in a sequential way.)

Each concept is taught by covering sufficient examples to illustrate different aspects of the meaning, and each example may relate to other concepts as well.

(For example, in kindergarten education, children are more interested in learning boring math if it is put into concrete and interesting life situations.)

In this kind of teaching, students can develop a multi-perspective understanding of concepts and connect them to specific contexts to form contextualized experiences. This kind of education facilitates the construction of schemas that are used to guide problem solving for the context.2, Anchor Teaching

Anchor teaching aims at solving the problems that students encounter in real life, and the content of the learning should be chosen as a real-life task that is not oversimplified.

The process of anchor teaching is similar to the process of real problem solving, and the tools needed are often implicit in the context, the teacher does not teach the students what has been prepared in advance, but rather to show the classroom with the real experts to solve the problem similar to the process of exploring the problem, to provide prototypes of problem solving, and to guide the students in their explorations.

(For example, when the World Cup soccer tournament is coming up, organize children to explore soccer, learn about the rules of the game, etc.).

Anchored instruction uses integrative quizzes, where the process of solving specific problems in the learning process itself reflects the effectiveness of the learning, as well as contextualized assessments that are aligned with the learning process.

(For example, timely encouragement and praise for performance during young children's play can go a long way toward increasing children's confidence and motivation to learn.)

In anchor teaching, the authenticity of the task gives students a sense of ownership, the task itself is holistic and challenging, the problem solving is easy to stimulate internal motivation, and the diversity of the task fosters the students' spirit of exploration and expression of their own opinions in completing the task.

3, scaffolding

The scaffolding is intended to guide the teacher in teaching, so that students master the construction and internalization of knowledge and skills learned, so that they can carry out a higher level of cognitive activity, that is, through the scaffolding of the management of learning tasks gradually by the teacher to regulate the learning. The task of regulating learning is gradually transferred from the teacher to the students themselves until the scaffolding is removed.

Specific sessions:

? Scaffolding

? Entering the situation

? Independent Exploration

? Collaborative learning

? Evaluation

(For example, teachers can set up concrete situations for children to count the number of toys or fruits, and when children learn to count the actual items, and then replace the abstract number model, then children can better learn to count the content of the number.)

Question 4: What are the instructional strategies of constructivism According to Bullock (1982), the basic claims of behaviorism are: objectivism - the key to analyzing human behavior is the examination of external events; environmentalism - the - the environment is the most important determinant of human behavior; reinforcement - the results of people's actions influence subsequent behavior.

The objectivist view of behaviorism is reflected in teaching and learning, which sees learning as reinforcement of the chain that establishes the link between *** and response; the goal of the educator is to transmit knowledge of the objective world, and the goal of the learner is to reach the goals set by the educator in the process of such transmission, and to obtain exactly the same understanding as the educator. Behaviorists simply ignore the understanding and mental processes of the student during this transmission.

Cognitivists, such as the theorists of information processing, remain essentially in the objectivist tradition. They believe that the world is made up of objective entities, their characteristics, and the relationships between objective things. Where they differ from behaviorists is in the cognitive processes within the learner. The goal of teaching is to help the learner acquire these things and their characteristics so that the external objective things (knowledge and their structures) are internalized into their internal structures.

Constructivism is a further development of cognitivism. The idea of constructs was already present in the thought of Piaget and early Bruner, but relatively speaking, their view of cognitive learning was mainly concerned with explaining how objective knowledge structures could be internalized into cognitive structures through the individual's exchange of action with them.

From the late 1970s, American educational psychologists led by Bruner introduced the ideas of Soviet educational psychologist Vygotsky to the United States, which greatly contributed to the development of constructive thinking. Vygotsky emphasized the role of social and cultural history in psychological development, especially the prominent role of activity and social interaction in the development of higher mental functions. According to him, the source of higher mental functions is related to the internalization of external actions, which is achieved not only through teaching but also through daily life, play and labor. On the other hand, internal intellectual action is also externalized into actual action, making the subjective visible to the objective. The bridge between internalization and externalization is human activity. In addition, Vygotsky's theory of "zone of nearest development" is of great significance to the correct understanding of the relationship between education and development. All of these have had a great impact on today's constructivists.

Today's constructivists claim that the world exists objectively, but it is up to each individual to make sense of it and give it meaning. We construct facts, or at least interpret them, on the basis of our own experiences; our individual world of experience is created in our individual minds, and because our experiences and beliefs about them are different, our understanding of the external world is very different. So they are more concerned with constructing knowledge based on original experiences, mental structures and beliefs. They emphasized the active, social, and contextual nature of learning, and offered many new insights into learning and teaching.

Although there is much controversy over constructivist learning theory, today's constructivists have come up with many innovative ideas about teaching and learning. They emphasize the learning process of the learner's initiative, constructive; for learning to make a distinction between primary learning and advanced learning, criticizing the traditional teaching of primary learning teaching strategies unreasonably pushed to the advanced learning; they put forward the top-down instructional design and the concept of the network concept of knowledge structure and the concept of changing the teaching out of the actual situation of the context of teaching and so on. These propositions have far-reaching significance for further strengthening the leadership of cognitive psychology in the field of education and teaching, and deepening teaching reform.

Constructivism emphasizes the relativity of truth and the importance of subjective initiative in cognition, which is a kind of progress compared with objectivism, but too much emphasis on relativity can easily lead to epistemological relativism, which is something we should avoid.

Application of Constructivist Learning Theory in Teaching and Learning

Constructivism provides a different learning theory from traditional objectivism. Constructivist learning theory suggests that the learning process is not one in which the learner passively receives knowledge, but one in which knowledge is actively constructed. Because constructivist learning activities are learner-centered and authentic, learners are more interested and motivated, can be encouraged to think critically, and can more easily provide individual learning styles. Thus, the application of constructivism in teaching and learning will bring about a revolution in teaching or learning.

(i) Anchoring all learning tasks in larger tasks or problems

The purpose of learning is to be able to adapt more effectively to the world. The purpose of any learning activity is clear to the learner. Individual learning activities can be of any type?D?D The key questions are at ...... >>

Question 5: What kinds of constructivist teaching methods are there Constructivist teaching methods 1. Scaffolding Teaching Its definition: "Scaffolding should provide a conceptual framework for learners to construct their understanding of knowledge .

The concepts in such a framework are needed to develop the learner's further understanding of the problem, and for this reason, complex learning tasks are broken down beforehand to facilitate the gradual progression of the learner's understanding to a deeper level.

Question 6: What are the instructional strategies of constructivism According to Bullock (1982), the basic claims of behaviorism are: objectivism - the key to analyzing human behavior is the examination of external events; environmentalism - the - the environment is the most important determinant of human behavior; reinforcement - the results of people's actions influence subsequent behavior.

The objectivist view of behaviorism is reflected in teaching and learning, which sees learning as reinforcement of the chain that establishes the link between *** and response; the goal of the educator is to transmit knowledge of the objective world, and the goal of the learner is to reach the goals set by the educator in the process of such transmission, and to obtain exactly the same understanding as the educator. Behaviorists simply ignore the understanding and mental processes of the student during this transmission.

Cognitivists, such as the theorists of information processing, remain essentially in the objectivist tradition. They believe that the world is made up of objective entities, their characteristics, and the relationships between objective things. Where they differ from behaviorists is in the cognitive processes within the learner. The goal of teaching is to help learners acquire these things and their characteristics so that

Question 7: What are some of the instructional strategies of constructivism Supplemental: Top of Reading Quiz Form Question 1 Score: 2 (Multiple Choice) Instructional objectives are generally written to include four elements: the actor, the verb of the behavior, the (), and the level of performance. Choose one answer a. Behavioral objective b. Behavioral process c. Behavioral condition d. Behavioral effect Question 2 Score: 2 (Multiple Choice) Objectives in the cognitive domain refer to the outcomes of knowledge, including knowing, understanding, applying, and (). Choose one answer a. analyzing b. all of them c. synthesizing d. evaluating Question 3 Score: 2 ( Multiple Choice Question ) Which of the following descriptions of instructional design is false: ( ) Choose one answer a. Instructional design is an effective method of improving teachers' knowledge of their subject matter b. Instructional design is conducive to the cultivation of teachers' scientific habits of thought and ability to identify and solve problems c . . teaching design is conducive to the combination of teaching theory and teaching practice d. teaching design is conducive to the scientificization of teaching and promotes the rapid growth of young teachers e. teaching design is conducive to the deepening of the application of modern educational technology and promotes the development of educational technology Question 4 Marks: 2 ( Multiple Choice ) Description of Teaching Objectives:" Second year junior high school students are capable of second-grade students are able to label the major coal-producing regions on a map of China's administrative districts." The phrase "on a map of China's administrative districts" is part of the description of the instructional objective. Choose one answer. a. Scope b. Learning context c. Knowledge base d. Behavioral conditions Question 5 Score: 2 (Multiple Choice) Instructional design does not generally include (). Choose one answer a. Selection of teaching strategies b. Analysis of the learning environment c. Selection of teaching resources d. Teaching practice and reflection e. Analysis of learners Question 6 Marks: 2 (Multiple Choice) The teacher learns that the students in the class like music very much, so she intends to use music to create a situation to introduce the new lesson. This analyzing process mainly takes into consideration the ( ) in the characteristics of learners. Choose one answer a. learning habits b. knowledge base c. interest preferences d. learning styles e. motivation Question 7 Marks: 2 ( Multiple Choice ) Constructivist teaching strategies emphasize students' independent learning in authentic situations and the self-construction of knowledge. Which of the following is NOT a constructivist teaching strategy? Skinner was a representative of which learning theory The goals of the cognitive domain refer to the outcomes of knowledge, including knowing, understanding, applying, () () (Choose at least one answer a. drill-and-feedback b. scaffolding c. didactic d. exploratory e. anchoring Question 8 Score: 2 ( Multiple Choice Question) Skinner was a representative of which learning theory: () ) Choose one answer a. Cognitivist theory b. Behaviorist theory c. Social psychology d. Constructivist theory Question 9 Score: 2 ( Multiple Choice ) In addition to a learner's intellectual factors, a learner's non-intellectual factors also have a great impact on his or her learning. Which of the following descriptions of the impact of learners' non-intellectual factors on learning is false? () Choose at least one answer a. A learner's personality traits determine his or her learning preferences b. All else being equal, the more interested a learner is in learning, the better he or she learns c. All of them are wrong d. The more positive a learner's attitude is, the more motivated he or she is to learn e. The stronger a learner's willpower is, the more interested he or she is in learning Question 10 Marks: 2 (Multiple Choice) Bloom's Teaching Objectives Bloom's classification system includes which three categories of objectives: () Choose at least one answer a. Basic Social Values b. Cognitive Learning Objective Classification c. Emotional Learning Objective Classification d. Personality and Ethics e. Motor Skills Learning Objective Classification Bottom of Form Addendum: Top of Reading Quiz Form Question 1 Score: 2 (Multiple Choice) Instructional objectives are generally written with four elements: the subject of the behavior, the verb of the behavior, the ( ), and the degree of performance. degree. Choose one answer a. Behavioral objective b. Behavioral process c. Behavioral condition d. Behavioral effect Question 2 Score: 2 (Multiple Choice) Objectives in the cognitive domain refer to the outcomes of knowledge, including knowing, understanding, applying, and (). Choose one answer a. Analyze b. All of them c. Integrate ...... >>

Question 8: How to design constructivist instruction I. Constructivism

Constructivism is a philosophical concept developed from cognitivism, and the learning theory based on it is very different from the previous theoretical model of behaviorism, which adopts the philosophical position of non-objectivism. Constructivism holds that the world exists objectively, but the understanding of the world and the meaning given to it is up to each individual. We construct reality, or at least interpret it, on the basis of our own experience. Our personal world is always created with our own minds. Since our experiences and our beliefs about them are different, our understanding of the outside world is also different, so they are more concerned with constructing knowledge based on their original experiences, mental structures and beliefs.

Constructivism holds that learning is the process of constructing internal mental representations. Instead of transferring knowledge from the outside world to memory, learners acquire and construct new knowledge through interactions with the outside world on the basis of their existing experiences. It is easy to see that constructivism has repositioned the role of teachers and students.

Students in the learning to actively construct the representation of objective things and their relationships, but this construction is not a direct response to the outside world ***, but through the existing cognitive structure (including the original knowledge and experience and cognitive strategies) of the new information for active processing and construction. This kind of learning emphasizes more on the initiative, social, situational and collaborative nature of learning. Constructivism advocates a more open learning. For each individual, this kind of open learning may be different in learning methods and learning outcomes.

Constructivist learning theory holds that: the learning process is a process of active construction of human cognitive thinking activities, is the process of people through the original knowledge and experience and the external environment for interactive activities to obtain, construct new knowledge, knowledge is not through the teacher to get instilled, but the learner in a certain scenario that is the socio-cultural context, with the help of other auxiliary means (including the teacher and the learning partner as well as other learning tools), using the necessary learning tools. Other learning tools), the use of necessary learning materials, through the construction of meaning and the way to obtain. Learners are not passive recipients of knowledge, but active constructors of knowledge. Only through the active construction of the learner can the information imposed by the outside world become their own knowledge. Teachers are no longer the transmitter of teaching content, but the organizer of teaching activities; students are no longer passive recipients of teaching content, but the active acquisition and construction of knowledge, the teacher from teaching knowledge-based to guidance, counseling students' learning-based. The teaching process is no longer a synchronized, but an asynchronous, discrete thinking process, different students along different learning paths, can construct the same result.

Students are not passive recipients of knowledge, but become the main body of learning, the active constructor of meaning. This subjective role is reflected in: (1) students in the learning process with the exploration method, the method of discovery to construct the meaning of knowledge; (2) in the process of meaning construction requires students to collect and analyze a large amount of information and data; (3) students need to connect the new and old knowledge, and to think carefully about this connection.

And the teacher from the main character on the stage into a director behind the scenes, to become the students to construct meaning of the helper, guide. This help, guidance role is reflected in: (1) stimulate students' interest, help students form a lasting learning motivation; (2) through the creation of content requirements in line with the scenarios and hints of the link between the old and new knowledge clues, to help students construct the meaning of the current knowledge; (3) in order to make the meaning of the construction of a more effective, the teacher should be in the possible conditions of the organization of collaborative learning, and the collaborative learning process to guide.

So the quality of learning is a function of the learner's ability to construct meaning, not a function of the learner's ability to reproduce the teacher's thought process. In other words, the amount of knowledge gained depends on the learner's ability to construct meaning about the knowledge in the light of his or her own experience, not on the learner's ability to memorize and recite what the teacher has taught.

Second, constructivism and instructional design

ID (instructional design) based on constructivism, also known as learning-centered ID, is a gradual development after the nineties with the increasing popularity of multimedia and network technology (especially the widespread use of Internet-based educational networks). This kind of teaching design emphasizes that students are the main body of the cognitive process and the active constructor of meaning, which is conducive to students' active exploration, active discovery, and the cultivation of creative human resources, which is its outstanding advantage. However, due to the emphasis on students' "learning", it is often easy to ignore the role of the teacher's leading role in the play, ignoring the emotional exchange between teachers and students and the important role of emotional factors in the learning process; in addition, due to the neglect of the teacher's leading role, when the students' freedom of independent learning is too large, it is also easy to deviate from the teaching objectives of ...... >>

Question 9: What is the constructivist learning theory In the study of children's cognitive development on the basis of the emergence of constructivism, not only formed a new theory of learning, but also is forming a new theory of teaching. Constructivist learning theory and constructivist learning environment emphasizes student-centered, not only requires students from the external *** passive receiver and knowledge of the object of instillation into the main body of information processing, knowledge of the active constructor of meaning; and requires teachers to be taught by the knowledge of the inculcator into the students to actively construct the meaning of the helper, facilitator. It can be seen that in the constructivist learning environment, the status and role of teachers and students have changed a lot compared with traditional teaching. This means that teachers should adopt a new teaching mode in the teaching process (completely abandon the teacher-centered, purely emphasize the transmission of knowledge, the students as the object of knowledge inculcation of the traditional mode of teaching), a new teaching method and a new teaching design ideas. The "learning"-centered instructional design (Instructional Design, or ID for short) is proposed in response to the above requirements of the constructivist learning environment, so naturally, the constructivist learning theory and teaching theory become the "learning"-centered instructional design. The theoretical basis of the "learning"-centered Instructional Design (ID) is therefore naturally constructivist learning and teaching theories.