Models Of Teaching Based On Situated Cognition And Learning

Since the l980s, the raPid development of conStrUCvism and itS associatedleahang theories, including SitUated, Sociocultural, ecological, everyday, anddistrbuted coghhon indicates a new age of leamin theory. During the l990s, thedominan movement has moved tO the Perspective of the sihaed cognition andleahang. This perspective emPhasizes the reciprocal character of the interaction inwhich individuals, as well as coghtion and meaning, are considered socially andculturaIly constructed (Lave, l988).This perspective expands previous notions ofconstrUctivism in which it was the subjective world, not the individual constructof,that was treated as that which was being constructed. It also expands previoussitUaivity theory in which, it was the meaning of that Which was leamed, and not theindividual doing the ledng, that was described as constitued in the sitalion. Thisperspective also moves beyond dualistic treatInents to establish an ecology ofledring. The rising of this perspective not only renovated the understanding of"lendng", but also fOrced the refOrm of education and established the theoreticalfoundations of models of teaching based on sitUated cognition and leahang. Now inChina many researchers become awar of the importance of models of teaching basedon sitUated coghtion and ledring. However, moSt of the researches are notsystematic and thoroughly analyzed. Therefore, the main pUrpose of this dissetalionis to explore the situated cognition and leaming theories, the models of teachingbased on sitUaed cognition and leaming and a case stUdy (the Jasper Series) ofintegrated models of teaching based on sitUated cognition and leaming.The dissertation consists of five parts, including the introduction,the basic theoryof models of teaching, the tyPical models of teaclilng in educational psychology andWpology fields, a case study of inteped models of teaChing and the conclusion.The introduction discusses the barkground and sighficance of the models ofteaching based on sitUaed cognition and ledring, and why the auhor has chosen thissubject.Pni TWo includes tWO pAn, ChaPter One "the theory of situated cognition andlendng "and ChaPter Two "the surnmariZaion of the models of teaching based onsituated coghhon and leahang". ChaPtr One discusses the concept, development,history main conteflts and elements of the sitUated cognition and leaming, thendiscusses the leaming theory of constructivism.Part Three also includes two peds, Chapter Three "the models of teaching basedon functional situation" and ChaPter Four "the changes of the cognitiveapprenticeship". ChaPter Three mainly explores two typical models of teaching,anchored insmiction and Li Jilin's Chinese situation models of teaching in primaryschooI, and then analyzes and compares them. Chapter Four explores the concept,development, the researches in educational psychology and anthropology fields andthe changes of the cognitive aPprenticeship.Part Four or ChaPter Five is a case study of integrated models of teaching. Itmainly presents the Jasper Series deveIoped by the Cognition and Technology Groupat Vanderbilt University in America. Then it explore the across intercultural researchof the Jasper Series and the transplant and innovation in China.In the Conclusion, we sununallze this dissertation and address its futUredevelopment and limitation.