人如何学习?  

How People Learn?

作　　者：杰伦.范梅里恩伯尔 金琦钦 

机构地区：[1]马斯特里赫特大学教育发展与研究系 [2]浙江大学教育学院

出　　处：《开放教育研究》2016年第3期13-23,43,共12页Open Education Research

基　　金：中央高校基本科研业务费专项资助;浙江大学2016年重大基础理论专项课题"面向意义学习的现代教学设计模式研究"(16ZDJC004)

摘　　要：所有类型的学习最终都导向长时记忆中的认知图式,即对信息或动作的类别及彼此之间的关系加以区分,形成一定的思维或行为模式。人通过建构与熟练认知图式,以及自我调节学习和自导学习对学习过程进行调节,其认知架构包括归纳学习和精细加工这一重构/建构认知图式的基本学习过程,以及知识编辑和强化这一熟练认知图式的基本学习过程。综合学习中同时发生的这四种基本学习过程,四元教学设计是面向综合学习的一种教学设计方式,强调要合理安排教育媒体与技术。This article assumes that all types of learning eventually lead to cognitive schemas in long-term memory,that is,patterns of thought or behavior that organize categories of information or actions and the relationships among them. It discusses how people learn by constructing and automating cognitive schemas and how they regulate the learning processes such as self-regulated learning（ SRL） and self-directed learning（ SDL）. The article describes the human cognitive architecture,including a description of induction and elaboration as basic learning processes that re /construct cognitive schemas,and knowledge compilation and strengthening as basic learning processes that automate the cognitive schemas. It explores complex learning as a process where four basic learning processes occur simultaneously,the four-component instructional design as an approach to support complex learning and to organize the use of media and technologies. Finally,the article presents main conclusions and raises issues for future research.

关 键 词：综合学习 人的认知架构 学习过程 长时记忆 自导学习 自我调节学习 

分 类 号：G434[文化科学—教育学]