詹姆斯库克代写essay:构建新知识

2018-03-07 15:48

CPBL鼓励学生在构建新知识的过程中共同努力，寻求解决问题的方法。因此,学生有大量的机会成为至关重要的思想家通过分享想法和积极参与自己讨论和负责自己的学习以及其他这个职位进一步支持约翰逊和约翰逊(1986)指出,合作解决问题促进更高层次的思维当参与者需要分析别人的意见之前,澄清自己的观点。他们进一步声称，这有助于促进较长时间的知识保留，而不是那些单独工作去寻求知识的人。此外，An(2006)还指出，CPBL提供了真实的学习经验，并在讨论过程中交流思想，培养他们的沟通技巧。因此,CPBL有助于培养自主学习技能,可能有助于帮助学生成为终身学习者和批判性思想家艾博年和米切尔(1993)也提出,学生经历了CPBL方法表现得比那些接受了传统方法在学习有第一手的经验,奖励他们深入了解手头的任务。这是因为学生们通过与同龄人的互动来积极构建自己的知识。也认为教师不是学生唯一可以学习的知识传播者;同伴教学也是鼓励主动学习的一种方式。
詹姆斯库克代写essay:构建新知识
CPBL encourages students to work together in constructing new knowledge to seek a solution of the problem at hand. Hence, students are given vast opportunities to become critical thinkers by sharing ideas and actively engaging oneself in discussions and be responsible of their own learning as well as others This position is further supported by Johnson and Johnson (1986) who stated that the collaboration on problem solving promotes higher level of thinking as the participants need to analyse others' opinion before clarifying own opinion. They further claimed that this helps to promote longer knowledge retention as compared to the ones who worked individually to seek knowledge.Besides, An (2006) also stated that CPBL provides authentic learning experiences as well as nurturing their communication skills while exchanging ideas during the discussions. Hence, CPBL helps to foster self-directed learning skills that could be useful to help students become lifelong learners and critical thinkers Albanese and Mitchell (1993) also proposed that students who undergone CPBL approach performed better than the ones who received traditional approach in learning as they have first hand experience that rewards them with in-depth understanding about the task at hand. This is believed because the students actively constructing their own knowledge via interaction with their peers.  also views that teacher is not the only knowledge transmitter that the students can learn from; peer teaching is also one of the ways to encourage active learning.

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