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学习科学与技术(教材) 版权信息
- ISBN：9787121489488
- 条形码：9787121489488 ; 978-7-121-48948-8
- 装帧：平塑
- 册数：暂无
- 重量：暂无
- 所属分类：>
学习科学与技术(教材) 内容简介
本书主要将学习科学研究领域中重要的研究成果转化为具有实操性的教学内容，旨在带领大家吸纳学习科学中的重要知识，在理解学习本质规律的基础上掌握科学地设计学习的综合能力，从而为学习者的有效学习提供支撑。具体地，本书主要从认知主义和建构主义等学习理论视角梳理了六个章节的内容，目的是从理论层面带领大家理解学习的认知与社会性认知过程，并且熟练运用科学的思维和方法解释学习发生的本质规律。从方法层面看，本书可以帮助大家掌握学习科学中有效设计学习的主要原则、方法和策略。从实践层面看，本书可以帮助大家掌握运用学习科学中的理论与方法，设计和开发项目化学习设计案例的综合技能。
学习科学与技术(教材) 目录
**章 走进学习科学 ······································································1**节 学习科学的内涵 ·····································································1第二节 学习科学的历史发展脉络 ·························································9第三节 学习科学的研究范畴 ·····························································12第二章 学习的认知基础：人的认知架构 ············································25**节 认知视角下的学习研究 ··························································25第二节 学习的认知基础：记忆系统中的认知架构 ··································29第三节 认知架构视角下的认知负荷理论及其学习设计原则 ······················39第三章 新手与专家之间的认知差异及其学习设计启示 ··························52**节 新手与专家之间认知差异的本质研究 ········································52第二节 新手与专家之间认知差异的学习设计启示：理解大概念 ················57第三节 设计大概念的方法 ································································67第四章 问题解决的认知研究及其学习设计启示 ···································84**节 认知取向下的问题解决 ··························································84**章 走进学习科学 ······································································1
**节 学习科学的内涵 ·····································································1
第二节 学习科学的历史发展脉络 ·························································9
第三节 学习科学的研究范畴 ·····························································12
第二章 学习的认知基础：人的认知架构 ············································25
**节 认知视角下的学习研究 ··························································25
第二节 学习的认知基础：记忆系统中的认知架构 ··································29
第三节 认知架构视角下的认知负荷理论及其学习设计原则 ······················39
第三章 新手与专家之间的认知差异及其学习设计启示 ··························52
**节 新手与专家之间认知差异的本质研究 ········································52
第二节 新手与专家之间认知差异的学习设计启示：理解大概念 ················57
第三节 设计大概念的方法 ································································67
第四章 问题解决的认知研究及其学习设计启示 ···································84
**节 认知取向下的问题解决 ··························································84
第二节 基于问题解决的学习 ····························································107
第三节 基于问题解决的学习设计 ······················································109
第五章 认知建构主义学习理论及其学习设计启示 ······························128
**节 认知建构主义学习理论的核心内容 ··········································128
第二节 基于探究的学习 ··································································137
第三节 基于探究的学习设计 ····························································142
第六章 社会建构主义学习理论及其学习设计启示 ······························184
**节 社会建构主义学习理论的核心内容 ··········································184
第二节 协作学习 ···········································································188
第三节 协作学习中教学法支架的设计策略 ··········································193
第四节 协作学习中技术性支架的设计策略 ··········································215
展开全部
学习科学与技术(教材) 作者简介
蔡慧英，华东师范大学博士毕业，青年副教授，主持多项省部级科研项目，曾获第三届"iTeach”全国大学生数字化教育应用创新大赛"优秀指导教师”称号，江苏省高等教育学会2019年度高等教育科学研究成果一等奖，还多次获得学校荣誉称号。
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