学术环境下学习与教育理论的演变

K. Kharchilava, Yuliya M. Gruzina
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引用次数: 0

摘要

本文按时间顺序对学术环境中学习与教育模式研究方法的发展进行了分析。讨论了在不同的教育层次上发展不同年龄组的培训和教育的理论细节的基本方向的概念原则。有人评估了教育和养育理论的广泛类型,其基本方向包括行为主义,认知主义和实验主义。特别关注与社会学习模型相关的具体特征和差异。一个相对较新的建构主义理论被考虑,它强调学习和认知机制的复杂性,一个人用来批判性地理解过去的知识。通过对不同时期科学思想趋势的研究,以及在不同教育机构组织教育过程的关键方法,以及对教育和教养主体的学术参与的评估,发现了学习中的无效惯例,并对学习动机和参与教育过程的动机的图式联系进行了图形化解释。已经分析的理论有助于揭示在各种正规和非正规教育方法的框架内实施的教育的性质。本文从不同的角度对教育理论对父母与子女关系、对教育和养育过程的影响可能性进行了总结。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evolution of theories of learning and education in academic environment
The paper presents analysis of the development of approaches to studying the models of learning and education in academic environment in a chronological order. The conceptual principles of the basic directions for the development of theoretical specifics of training and education in different age groups at different levels of education are considered. There is assessed an extensive typology of theories of education and upbringing, whose spectrum of fundamental directions includes behaviorism, cognitivism and experimentalism. Special attention is paid to the specific features and differences relevant to the social learning models. A relatively new theory of constructivism is considered, which emphasizes the complex nature of learning and cognitive mechanisms that a person uses to critically comprehend past knowledge. Due to studying the trends of scientific thought of different years, as well as the key approaches to organizing the educational process in the different educational institutions and the assessment of the academic involvement of subjects of education and upbringing, ineffective conventions in learning were identified, the list of which is accompanied by a graphical interpretation of the schematic connections of incentives for learning and motives for involvement in the educational processes. There have been analyzed theories that help to reveal the nature of education implemented within the framework of various approaches of formal and non-formal education. Conclusions are drawn about the possibilities of the influence of theories of education on the relationship of parents and children, on the processes of education and upbringing from various positions.
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