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題名 | 認知學徒制及其對成人教育教學設計之啟示=Cognitive Apprenticeship: Implications for Adult Education |
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作 者 | 田耐青; | 書刊名 | 臺北師院學報 |
卷期 | 9 1996.06[民85.06] |
頁次 | 頁1-18 |
分類號 | 528.3 |
關鍵詞 | 認知學徒制; 情境認知; 成人教育; 教學設計; Cognitive apprenticeship; Situated cognition adult education; Instructional design; |
語文 | 中文(Chinese) |
中文摘要 | 認知學徒制是教學方法的一種。許多成人學生覺得他們透過認知學待制這種教學 法,能夠學到如何瞭解並處理複雜的、定義不明的甚或具危險性的問題情境,如學校教師的 行動?究或學校教育中的班級經營等。本文旨在介紹認知學徒制與其對成人教育教學設計之 啟示。作者以一個例子,一位師資培育機構之教授(認知學徒制中的「專家」)如何遵循認知 學徒制的觀念,幫助一位在職國小教師(學習者)解決工作上的難題(執行一個調查研究), 說明認知學徒制的五個步驟:示範、模擬練習、淡出、自我導向學習與未來之應用。作者並 列出一張表比較各步聚的特色、專家及學習者在各步驟中所應做的工作。作者在文中討論認 知學徒制的基本前提,情境認知,也是學習理論中一個相當新的領域;繼而比較認知學徒制 與傳統學校教育的差異。最後建議在教學設計時,若採用認知學徒制的注意事項。深信在不 久的將來,認知學徒制將因它所強調的「透過真實情境教導實用知能」吸引成人教育機構教 學設計者的注意與研究。 |
英文摘要 | Cognitive apprenticeship is a form of instruction that many adult learners find meaningful and helpful in learning to understand and deal satisfactorily with ill-defined, complex and risky problematic situations. This paper describes the basic concepts of cognitive apprenticeship, and its implication for instructional design in the context of adult education. An example of how a professor (the model) implements cognitive apprenticeship to help an in-service elementary school teacher (the learner) solve problems in his profession, is given to illustrate the five phases of cognitive apprenticeship: modeling, approximation, fading, self-directed learning, and generalizing. A table which lists the role of the model, the role of the learner as well as the key concepts of each phase is also presented. The author discusses the premise of cognitive apprenticeship, situated cognition, a relatively new area of cognitive learning theory, and contrasts three major differences between cognitive apprenticeship and traditional school education. Finally, suggestions for planning and implementing cognitive apprenticeship are provided. It is believed that in the future, cognitive apprenticeship, with its emphasis on knowledge-in-action that is situated in authentic tasks, will attract more attention from educators responsible for designing instruction for adult learners. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。