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    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/29547

    題名: La Contribución Desde la Perspectiva Cognitiva del“Multi-Lengua”:Un Curso Complementario en la WEB
    其他題名: 以認知教學理論的角度探討「多語莫敵」網路輔助課程的功能
    作者: 何萬儀;Her, Wan-i
    貢獻者: 淡江大學西班牙語文學系
    關鍵詞: 情境學習;認知角度;網路輔助課程;問卷調查;Aprendizaje situado;Enfoque cognitivo;Educación en la web;Encuesta;Situated learning;Cognitive approach;Education on the web;Survey
    日期: 2007-09
    上傳時間: 2010-08-10 09:28:31 (UTC+8)
    出版者: 淡江大學
    摘要: Learning is process in which the individual undergoes the phases of cognition, differentiation, obtaining of new knowledge and, finally, change of cognitive structure, so the individual psychological activities play a very important role in learning. In fact, learning is something spontaneous and voluntary. The cognitive psychologist Brunner points out that teaching consists of putting the student in a significant learning environment and letting him try by himself until obtains the knowledge; in this way, the learning objective can be achieved. However, the individual needs to have previously basic capacity and knowledge; otherwise, it is impossible to produce the so-called “Learning by discovery’, a theory raised by Ausubel. The present study inquired of a total of 110 freshmen of Spanish at Tamkang about the MULTI, a digital complementary curse prepared by professors of the same university. From the cognitive perspective we have considered the contribution that the mentioned course could make to classroom teaching.學習是個體經由認識、辨別、理解、取得新知識、進而改變其認知結構的過程。因此,個體的心理活動在學習中扮演著極重要的角色。學習的產生是內發、主動的。認知心理學家Bruner指出,教學乃是將學生置身於一個有意義的學習環境中,使其經由自行探索,從而吸收知識,達成學習的目的。但學生需具有相當的先備知識和先備技能,否則無法主動從事「發現學習」(Ausbel,1960)。本文就淡江大學西語系一年級一百一十名學生對「多語莫敵」網路輔助課程使用反應,進行調查分析,從認知理論基礎,探討該輔助學習課程對傳統課堂教學交互作用的價值取向。
    關聯: 淡江人文社會學刊 31,頁143-165
    顯示於類別:[西班牙語文學系暨研究所] 期刊論文


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