The Instruction Design Of Meaningful Learning Based On Situated Cognition Theory

The meaningful learning has been a subject receiving much concern all the time in the educational theory circles. People different view of knowledge restrict, influence understanding of study, teaching and development of school eduaction correctly, the educationist hopes by way of research of knowledge and studying to find one kind and promote student's meaningful learning. This text on the basis of what the brand-new knowledge view about studying and teaching is studied relevantly with teaching, with knowledge, study the interreaction between the three as the breakthrough point, probe into meaningful learning and general mode and tactics about meaningful learning from the new visual angle.The theory of the situated cognition is a new stage for development of cognitive theory. In society being via information-intensive society towards knowledge when making the transition society from industrialized society, emphasize that a lot of novel knowledge views of building constructing, social, situation, complexity and tacit of knowledge arise at the historic moment. Accordingly, to is it construct essence, society consult essence and participate in essence display clear more and more either to build study of people. The development and changing for the meaningful learning theory to pour into the new content, has enriched the intension of meaningful learning. This text on the basis of the thing that the domestic and international expert learns to the meaningful learning, passes the research and understanding of the theory of the situated cognition, draw lessons from Ausubel's meaningful learning theory and Rogers' the research results to the sinificant learning, is it make new annotation explanatory note to meaningful learning, and to study and design on the basis of the theory of the situated cognition. The full text is divided into four major parts altogether:First part : Summary on the theory of the situated cognition. Narrate cognitive developing stage in theory such as situation and his research background partly originally, and has analysed the intension of the cognitive theory of the situation, has drawn lessons from the research results of educational psychology and two schools of anthropology on this basis, the key element of the theory of cognition of situation has carried on detailed exposition.Second part : Summary on the basis of meaningful learning of the theory of the situated cognition. On the basis of analysing cognitive theory of the situation, learn to do the new opinion about the meaning, have analysed the definition of meaning study in detail; And influence factor and domestic and foreign condition studied about the meaning are analysed.The third part: Design and construction on the basis of meaningful learning of the cognitive theory of the situation. It is originally a subject part of this subject partly. Have introduced several questions that the meaning of designing the cognitive theory of the situation is studied and should be paid attention to at first, then the general mode studied about the meaning has carried on the detailed argumentation; Put forward several kinds of tactics of meaning study under the cognitive theory of the situation finally.The fourth part: Case. Jasper's series -Study of the U.S.A. mathematics' case on the basis of the situated cognition.