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一、认知师徒法的提出及要求认知师徒法(也称认知学徒制,Cognitive Apprenticeship)是由美国认知心理学家柯林斯(Allan Collins)和布朗(John Seely Brown)等学者于1989年提出的一种教学模式,最初提出时共包括4个维度18个构件。它吸取了传统学徒制的核心技术,如示范、指导、脚手架支撑,克服了传统学徒制中专家思维不可显视和学校教育中的知识教学脱离其现实情境的缺点,将学徒制的优点和学校教育有机地结合起来,让学生置身于专家实践的真实环境中,从而有效地培养学生解决复杂问题的能力。
I. Cognitive Apprenticeship and Requirements Cognitive Apprenticeship (Cognitive Apprenticeship) is a collaboration between American cognitive psychologists Allan Collins and John Seely Brown, A teaching model put forward in 1989 originally proposed 18 components in 4 dimensions. It draws on the traditional apprenticeship of the core technologies such as demonstration, guidance, scaffolding support to overcome the traditional apprenticeship in the thinking of experts can not be ignored, and the teaching of knowledge in school education from the reality of its shortcomings, the advantages of apprenticeship and schools Education is organically integrated to allow students to be exposed to the real world of expert practice and to effectively develop students’ ability to solve complex problems.