Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing
Xinming Zhu; Yifei Lee; Herbert A. Simon
第一作者Xinming Zhu
2003
发表期刊Journal of Computers in Mathematics and Science Teaching
卷号22期号:4页码:285-322
摘要

Our current understanding of the cognitive processes underlying human learning enables cognitive psychology to offer valuable guides to the design of curricula in school subjects. This article summarizes some principles of curriculum design drawn out of this literature that have been applied very successfully to middle-school instruction in mathematics and science, using the general plan of learning from examples and by doing. The article does not claim unique efficacy for this specific method, but shows how experience gained from employing the theory of adaptive production systems provides concrete practical advice for achieving effective learning with understanding.

关键词Artificial Intelligence Cognition Instructional Design Middle School Middle School Education Schools
学科门类教育学 ; 教育学::心理学(可授教育学、理学学位)
语种英语
文献类型期刊论文
条目标识符http://ir.psych.ac.cn/handle/311026/26351
专题中国科学院心理研究所回溯数据库(1956-2010)
通讯作者Yifei Lee
作者单位1.Chinese Academy of Sciences
2.Iowa State University, United States
3.Peijing Normal University
4.Carnegie Mellon University, United States
推荐引用方式
GB/T 7714
Xinming Zhu,Yifei Lee,Herbert A. Simon. Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing[J]. Journal of Computers in Mathematics and Science Teaching,2003,22(4):285-322.
APA Xinming Zhu,Yifei Lee,&Herbert A. Simon.(2003).Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing.Journal of Computers in Mathematics and Science Teaching,22(4),285-322.
MLA Xinming Zhu,et al."Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing".Journal of Computers in Mathematics and Science Teaching 22.4(2003):285-322.
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