Conceptual Models in Educational Research and Practice.-猫眼课题宝

教育研究和实践中的概念模型。

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1991

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作者：

Ernst von Glaserfeld;L. Steffe

这些离子只有在它们已经进行了可以推导出新的概念结构的运算时才涉及数学。（除了他或她自己的经验和行为，我们看不到任何人如何能从任何事物中抽象出来。）实际上，教学实验的主要目的是发现可能首先诱导天真的学习者采用一种新的操作方式的各种情况，然后，如果这种新方式导致成功，则从中抽象出可操作的概念结构。索恩（1973）从无意识活动中提取意识结构的概念对我们来说与皮亚杰的适应概念密切相关，不幸的是，这个概念并不像许多皮亚杰的解释者所相信的那样简单。因此，我们经常读到的教科书定义基本上类似于以下内容：“同化涉及改变传入的信息，而适应涉及改变用于吸收信息的结构”（Brainerd, 1978，第24页）。对于任何读过日内瓦文献原文的人来说，这都是可疑的，因为皮亚杰没有使用“信息”这个词。但让我们把重点放在住宿上。一个可行的学习者模型最重要的方面之一是至少在某些方面表明学习者的概念结构被教师认为更合适的结构所取代。这种对个人概念曲目的修改或增加确实是皮亚杰所说的迁就；然而，在他的建构主义理论中，变化或增长不是对外部信息的反应，而是对内部扰动的反应。此内容下载自207.46.13.112星期一，2016年10月3日05:05:07 UTC所有使用服从http://about.jstor.org/terms《教育思想杂志》，Vol. 25, No. 2， August 1991导致概念结构适应的扰动是在方案背景下产生的扰动。方案是由一个初始情境（可能是感性的或概念性的）、一个活动或操作以及一个预期的结果或结果组成的三重安排（von Glasersfeld, 1979）。根据原方案理论，产生微扰的主要原因有三：1。情境被视为与特定动作相关联的情境的实例化，该动作被执行，而预期的结果未能体验到。（注意，对触发情况的识别是同化发挥作用的地方。）第一类扰动，即未能产生预期结果，最常导致识别过程的调整。2. 如果(1)中所描述的方案产生的不是习惯的结果，而是另一个结果，而这个结果原来是理想的，那么这可能导致初始情况或活动中的分化，从而导致构建一个新的方案，然后期望该方案产生新的结果。3. 不同的活动，与不同的情况相关联，导致的结果被认为是另一个方案的预期结果。很明显，这是学习情境的一个极其普遍的模型，而且应该清楚的是，在任何提供复杂目标的经验领域，学习者很快就会受到其他干扰的影响。最重要的是，随着熟悉度和实践的增加，该方案的最后组成部分，即预期结果，往往会成为一个更多样化的因素，而它的不实现将导致上文(1)所列的可区分的扰动子类别。绘制和整理这些分支的工作仍在进行中。当然，这项工作有其自身的问题。其中之一是，它不符合实验心理学的传统程序，因为它的进展必然是临时的。教育研究者在教学实验中扮演观察者的角色，可能在某一点上决定对自发的猜想产生扰动，即实验中的孩子可能能够做出某种适应。同样，他们可能会推测孩子做出了让步。但是没有办法知道这是不是真的。唯一能证实这些猜想的方法就是让孩子参与到进一步的互动中。然而，在儿童概念发展的特定阶段，这些互动应该采取何种形式，并不是可以事先详细决定的。它必须依赖于实验者在特定方面的经验直觉

ions that are involved in mathematics only if they are already carrying out the operations from which the new conceptual structures are to be derived. (We do not see how anyone could make abstractions from anything except his or her own experiences and actions.) The main purpose of the teaching experiment is, in fact, to discover the kinds of situations that may induce a naive learner first, to embark on a novel way of operating and then, if this new way led to success, to abstract from it an operative conceptual structure. Thorn's (1973) notion of extracting conscious structures from unconscious activity is for us closely linked to Piaget's notion of accommodation, a notion which, unfortunately, is not as simple as many Piaget interpreters seem to believe. Thus, we frequently read textbook definitions that are essentially similar to the following: "While assimilation involved changing incoming information, accommodation involved changing the structures used to assimilate information" (Brainerd, 1978, p. 24). To anyone who reads the Genevan literature in the original language, this would at once be suspect because Piaget does not use the term "information." But let us focus on accommodation. One of the most important aspects of a viable model of the learner would be an indication of at least some of the ways in which a learner's conceptual structures are superseded by structures that seem more adequate from the teacher's point of view. Such modification or increase in an individual's conceptual repertoire is indeed what Piaget called accommodation; yet, in his constructivist theory, change or growth does not take place in response to external information but in response to an internal perturbation. This content downloaded from 207.46.13.112 on Mon, 03 Oct 2016 05:05:07 UTC All use subject to http://about.jstor.org/terms The Journal of Educational Thought, Vol. 25, No. 2, August 1991 101 The sort of perturbations that lead to the accommodation of conceptual structures are perturbations that arise in the context of a scheme. A scheme is a triadic arrangement consisting of an initiating situation (which may be perceptual or conceptual), an activity or operation, and an expected outcome or result (von Glasersfeld, 1979). According to the original scheme theory, there are three main causes of perturbation: 1. A situation is recognized as instantiation of one that has been associated with a particular action, the action is carried out, and the expected result fails to be experienced. (Note that the recognition of the trigger situation is where assimilation plays its part.) This first kind of perturbation, that is, the failure to produce the expected result, will most frequently lead to an accommodation of the recognition procedure. 2. If the scheme, as described in (1), produces, instead of the accustomed result, another result that turns out to be desirable, this may lead to differentiation in the initial situation or in the activity and thus to the construction of a new scheme which will then be expected to produce the new result. 3. A different activity, associated with a different situation, leads to a result that is recognized as the expected result of another scheme. This, obviously, is an extremely general model of the learning situation and it should be clear that, in any area of experience that provides complex goals, the learner will soon become susceptible to other perturbations. Above all, with increasing familiarity and practice, the final component of the scheme, the expected outcome, tends to become a more diversified factor and its nonattainment will then lead to distinguishable subcategories of the perturbation listed under (1) above. The work of mapping and sorting out these ramifications is still very much in progress. This work has, of course, its own problems. One of them is that it does not conform to the traditional procedure of experimental psychology, in that its progress is necessarily ad hoc. Educational researchers, in their role as observers in a teaching experiment, may at a given point decide to generate a perturbation on the spontaneous conjecture that the child in the experiment might be able to make a certain accommodation. Similarly, they may conjecture that the child made an accommodation. But there is no way to tell whether or not this is actually the case. The only way to confirm such conjectures is to engage the child in further interactions. However, what form these interactions should take with a particular child at a particular point in that child's conceptual development is not something that can be decided beforehand in any detail. It must depend on the experimenter's experienced intuition at the particular

Conceptual Models in Educational Research and Practice.

教育研究和实践中的概念模型。

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