认知学徒制

定义^[1]

• 强调师父向徒弟传授技能的重要性
  

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来源

• Constructivist approaches to human learning ^[1]

effectiveness

• context^[2]

• situated cognition^[3]

stages^[4][5]

[learn|make mistake|perfect]

• the cognitive stage

learners develop a declarative陈述的 understanding of the skill.

• the associative stage

mistakes and misinterpretations learned in the cognitive stage are detected and eliminated, while associations between the critical elements involved in the skill are strengthened.

• the autonomous stage

the learner's skill becomes honed and perfected until it is executed at an expert level

overview

• model behaviors in a real-world context with cognitive modeling

啊打发

• apprentice identifies relevant behaviors and develops a conceptual model of the processes involved.

Vygotsky (1978) referred to this as the Zone of Proximal Development and believed that fostering development within this zone would lead to the most rapid development.

• performing the skill at a close approximation of the master level

six teaching methods

coming from Colins,Brown,and Newman

help to attain cognitive and meatcognitive strategies for using , managing ,and discovering knowledge

cores are first three

next two are for problem-solving strategies and execution similar to an expert

final step solve and identify problems within the domain on their own

1. modeling

conceptual model of the task at hand

2. Coaching

observing a novice's task performance and offering feedback and hints to sculpt the novice's performance to that of an expert's.

3. Scaffolding

Instructional scaffolding is the act of applying strategies and methods to support the student's learning. The teacher may have to execute parts of the task that the student is not yet able to do. This requires the teacher to have the skill to analyze and assess students' abilities in the moment.

4. Articulation清晰

any method of getting students to articulate their knowledge, reasoning, or problem-solving process in a domain^[3]

require teaching,thinking aloud,critical student role

two separating component knowledge from skills to learn more effectively,and more commomly verbalizing or demonstrating knowledge and think processes in order to expose and clarify ideas

5. Reflection

compare their own problem-solving processes with those of an expert, another student, and ultimately, an internal cognitive model of expertise^[6]

past performances of both similarities and differences

look back and analyze their performances with desire to understand and improve

6. Exploration

giving students room to problem solve on their own and teaching students exploration strategies.

frame interesting problems within the domain for themselves and then take the initiative to solve these problems.

Success

1. In a technologically rich learning environment

2. Online

3. For clinical skills

1. afdasfdadfasfsafasdfadfas ↩ ↩

2. Cognitive scientists maintain that the context in which learning takes place is critical (e.g., Godden & Baddeley, 1975) ↩

3. any method of getting students to articulate their knowledge, reasoning, or problem-solving process in a domain ↩ ↩

4. Anderson, J.R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press ↩

5. Fitts, P.M., & Posner, M.I. (1967). Human performance. Belmont, CA: Brooks Cole. ↩

6. Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics (Technical Report No. 403). BBN Laboratories, Cambridge, MA. Centre for the Study of Reading, University of Illinois. January, 1987. ↩