任务中心教学原理(下)  

Principles for Task-centered Instruction(Ⅱ)

作　　者：格里高利.M.弗兰卡 吴新静 盛群力[3] Gregory M.Francom;WU Xinjing;SHENG Qunli(Northern State University(Aberdeen),South Dakota,USA;Qianjiang Foreign Language Experimental School,Hangzhou,Zhejiang,China 310023;College of Education,Zhejiang University,Hangzhou,Zhejiang,China 310028)

机构地区：[1]美国阿伯丁北方州立大学 [2]杭州市钱江外国语实验学校,浙江杭州310023 [3]浙江大学教育学院,浙江杭州310028

出　　处：《数字教育》2018年第2期87-92,共6页Digital Education

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：任务中心教学包含了五个要素:学习任务、激活旧知、示证新知/榜样示范、应用新知和融会贯通/积极探索。任务中心教学源于认知学徒、精细加工理论、四元教学设计和首要教学原理等理论和模式。任务中心教学和基于问题的学习有所不同,因为它规定执行任务时的结构、指导和辅导都会随着学习者获得专门知识后逐渐撤除。它特别适合于基于任务表现的学习目标,并有助于将所学的东西在真实的情境中进行实践和迁移。Task-centered instruction prescribes the use of five main elements:learning tasks,activation,demonstration/modeling,application,and integration/exploration.TCI stems from such theories and models as cognitive apprenticeship,elaboration theory,the four-component instructional design model,and first principles of instruction.TCI can be differentiated from problem-based learning because it prescribes the use of structure,guidance,and coaching that is faded out over time as learners gain expertise.It is especially appropriate for learning objectives that are performance based and lend themselves to practice and transfer of learning to authentic situations.TCI is particularly well suited to the learner-centered paradigm of education because it is compatible with attainmentbased learner progress,personalized instruction,and changed roles for teachers and students.

关 键 词：任务中心教学 教学原理 生本中心教育范式 真实学习情境 

分 类 号：G4[文化科学—教育学]