Situated Learning Theory And Its Inspiration To Teaching Reform

The focal point of this paper is "situated learning theory", centered on the problem, the paper focuses on the following issues:(1) to the situated learning hypothesis and its malpractice analysis;(2) the meaning analysis of situated learning theory;(3) the theory of situated learning of three major research topics;(4) the situation learning theory in the teaching application.This paper explains the concept and connotation of "situation" unlike Li Jilin. Li Jilin puts forward "situational" focused on creating " according to the education goal and optimized environment"; the" context" that" knowledge is situated, learning is in the context of teaching, all are situational", which combines the psychologists and anthropologists, including cognitive point of view and situated learning point of view, and on this basis, pay more attention to the latter, this conclusion is based on Situated Cognition hypothesis, research focus from whether we should take" situational awareness" learning to" learning" of characteristics and how to effectively" situated learning ".In view of situated learning theory and based on theory of Situated Learning Teaching Mode in our country to study specific and in-depth enough, this article from the three themes of situated learning theory of. Firstly the research angle from the school environment learning to learning in everyday life, learning is a complex process, through in the context of problem solving and knowledge construction and identity; secondly, inspired by traditional apprenticeship, situated learning theory ponder how apprenticeship into school education, so that learners can "legitimate peripheral participation" to complete the learning task, put forward "cognitive apprenticeship" concept; finally, situated learning theory to the "community of practice" for the prototype derived from a" community of learners " practice mode, so that learners experience cognitive growth to the negotiation of meaning and identity the construction, completion of the learning process.Thus, the idea of this framework can generalize for:First, from a perspective of teaching, analyze situated learning theory in teaching significance or effect.This is mainly from teaching, teaching relationship, teaching activities and teaching goal four aspects. Teaching people including teachers--teaching activity promoter, also including students--teaching activities of participants (this paper focus on the target), they are all members of the learning community, is the teaching activity active actors; they put themselves in learning activities, looking for the" teaching and learning"," little in line with the" balance and unity, by constructing the social world activities; students in their own words and behavior in the community, through a complex activity, doing from the initial borderline to full participation, to participate fully in the centripetal movement, this is not an ending of the activity, but an iteration process; the student is constantly undergoing this process, developing with the social world can not peel cognitive, constructed through consultation and the significance, and in the sharing of culture of continuous formation and transformation of identity.Second, teaching as a whole, from the different perspective of situated learning theory for comprehensive analysis.At present western of situated learning content research, mainly concentrated in two areas of education psychology and anthropology, this paper is based on the integration of other disciplines, the situated learning perspective. For "situation" research interests, education psychology and anthropology different from these cognitive apprenticeships know about a visible. Educational psychology and anthropology are put forward the cognitive apprenticeship model, education in the view of psychology and cognitive apprenticeship followed a dualistic view of attention,"cognition"," school in the context of activity"," situation as the background and means" to be used; correspondingly, anthropology from the perspective of cognitive apprenticeship, attention" individual and community relations","the world of daily life in the community of individual", situation is the" ecological system of elements". In1990s, situated learning theory has gradually from the educational psychology research emerges, out of school education, based on the field of the Anthropology of development situation and teaching research, the study on cognitive apprenticeship in the "community of practice" concept. This paper is based on the structure of the "traditional apprentice system"--" cognitive apprentice system "(anthropology perspective)-" practice community"-" learning community "on the logic relation.This study is mainly directed against the school of" go to situation" reality, first on situated learning theory were analyzed, and then study the influence of teachers and students agree that situated learning theory are the main factors, teachers and students how to use learning theory to promote the teaching situation and the common problems in the teaching and its correction.This paper structure:The first part, the problem put forward from school, and the teaching of error assumption, concludes the school "to contextualized" teaching performance, and from the macro, micro two levels to explore analysis produces these thoughts and behavior of the reason. The second part is mainly to the situated learning to do basic theory research, also looking for other theories support situation of the importance of learning and necessity.The third part, based on the education of psychology, especially anthropology standpoint, the situated learning theory the important concept in combing and analysis, and in accordance with its historical logic is arranged for the project, analysis.The fourth part, discusses the application of situated learning theory and draw lessons from. Discusses the inadequate schooling and situational learning theory is advanced, do not apply mechanically the theory" sell" to the teachers and the students, but let the teacher and the student identity and the application of situated learning theory, aiming at the common problems in teaching are correct.