13. Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing
13. Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing
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13. 跨任务需求定位和分配认知：教学任务排序的 SSARC 模型
DOI：
10.1075/celcr.13.17rob
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
P. Robinson
中科院分区：
文献类型：
--
作者：
P. Robinson
任何思想和努力领域的复杂认知，如数学或音乐（如准备一家大型贸易公司的年终财务审计，或在阿尔伯特音乐厅演奏肖邦的第二钢琴协奏曲时），不可避免地扎根并体现在尝试执行简单任务中（添加个位数，做两个或五个手指练习）在非学校或学校的环境中，他们的表现是由照顾者的支持，同伴和老师在整个教学环境和课程中，从这些简单的开始，任务被分阶段地增加学习者的复杂性，这些复杂性被认为是可管理的方式，例如，数学或音乐学习理论，或在指导的第二语言学习环境中通过谈话进行情境行动的理论。学习者在任何领域的进展都不同，有些人落后，一些擅长学习的人被当作任务，任务的复杂性增加了。这部分是因为学习者在执行某个领域的任务时所具有的认知能力不同（例如，数学方面的语言工作记忆能力，音乐方面的听觉敏锐度）。在这种程度上，成功地适应任务的学习和表现要求，并沿着任务的教学序列规定的从新手到专家的路线沿着进一步进步，是教育任务对学习者的要求与他们带来的能力的优势和劣势之间相互作用的结果。当学习者的能力优势与教学任务对他们的认知处理要求相匹配时，当学习者对教学任务的兴趣和动机超过必要的门槛时，他们成功的前景就变得更加清晰。因此，许多人认为，教育研究和课程规划应该寻求确定学习者能力，兴趣，动机和任务要求之间的互补“匹配”（见例如，阿克曼，2003年;奥特曼，1972年;克朗巴赫和斯诺，1977年; Dornyei，2002年，2005年;斯诺，1987年，1994年;
Complex cognition in any domain of thought and endeavour, such as mathematics or music (as when preparing a year-end financial audit of a large trading company, or performing Chopin’s second piano concerto at the Albert Hall), is inevitably grounded and embodied in attempts to perform simple tasks (adding single digit numbers, doing two or five finger exercises) in unschooled or schooled settings where performance on them is scaffolded by support from caregivers, peers, and teachers. Across settings for, and courses of, instruction, from these simple beginnings, tasks are staged to increase in complexity for learners in what are judged to be manageable ways, as informed, for example, by mathematics or music learning theory, or theories of situated action through talk in instructed second language learning settings.Learners in any domain progress differently, some falling behind, some excelling in learning as tasks they are presented with increase in complexity. In part this is because learners differ in the cognitive abilities they have that are drawn on in performing tasks in a domain (eg, verbal working memory capacity in the case of mathematics, auditory acuity in the case of music). Successful adaptation to the learning and performance demands of tasks, and further progress along the route from novice to expert that instructional sequences of tasks prescribe is, to this extent, a result of the interaction between the demands educational tasks place on learners and the strengths and weaknesses in abilities that they bring to them. When learners’ strengths in abilities are matched to the cognitive processing demands instructional tasks place on them–and when learners are above the necessary threshold of interest in, and motivation to perform instructional tasks–their prospects for success on them become clearer. Consequently, many have argued, educational research and curriculum planning should seek to identify the complementary ‘match’between learner abilities, interests, motivations and task demands (see eg, Ackerman, 2003; Altman, 1972; Cronbach & Snow, 1977; Dornyei, 2002, 2005; Snow, 1987, 1994;