期刊論文
| 學年 | 96 |
|---|---|
| 學期 | 1 |
| 出版（發表）日期 | 2007-09-01 |
| 作品名稱 | La Contribución Desde la Perspectiva Cognitiva del“Multi-Lengua”:Un Curso Complementario en la WEB |
| 作品名稱（其他語言） | 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 |
| 著者 | 何萬儀; Her, Wan-i |
| 單位 | 淡江大學西班牙語文學系 |
| 出版者 | 淡江大學 |
| 著錄名稱、卷期、頁數 | 淡江人文社會學刊 31，頁143-165 |
| 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。 |
| 關鍵字 | |
| 語言 | es |
| ISSN | 1029-8312 |
| 期刊性質 | 國內 |
| 收錄於 | |
| 產學合作 | |
| 通訊作者 | |
| 審稿制度 | 否 |
| 國別 | TWN |
| 公開徵稿 | |
| 出版型式 | ,紙本 |
| 相關連結 |
機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/29547 ) |