Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing

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	Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing
	Xinming Zhu ; Yifei Lee ; Herbert A. Simon
第一作者	Xinming Zhu
摘要	Our current understanding of the cognitive processes underlying human learning enables cognitive psychology to offer valuable guides to the design of curricula in school subjects. This article summarizes some principles of curriculum design drawn out of this literature that have been applied very successfully to middle-school instruction in mathematics and science, using the general plan of learning from examples and by doing. The article does not claim unique efficacy for this specific method, but shows how experience gained from employing the theory of adaptive production systems provides concrete practical advice for achieving effective learning with understanding.
关键词	Artificial Intelligence Cognition Instructional Design Middle School Middle School Education Schools
	2003
语种	英语
发表期刊	Journal of Computers in Mathematics and Science Teaching
卷号	22 期号:4 页码:285-322
文献类型	期刊论文
条目标识符	http://ir.psych.ac.cn/handle/311026/26351
专题	中国科学院心理研究所回溯数据库(1956-2010)
通讯作者	Yifei Lee
作者单位	1.Chinese Academy of Sciences 2.Iowa State University, United States 3.Peijing Normal University 4.Carnegie Mellon University, United States
推荐引用方式 GB/T 7714	Xinming Zhu,Yifei Lee,Herbert A. Simon. Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing[J]. Journal of Computers in Mathematics and Science Teaching,2003,22(4):285-322.
APA	Xinming Zhu,Yifei Lee,&Herbert A. Simon.(2003).Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing.Journal of Computers in Mathematics and Science Teaching,22(4),285-322.
MLA	Xinming Zhu,et al."Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing".Journal of Computers in Mathematics and Science Teaching 22.4(2003):285-322.