1、JeanPiaget(1896-1980)Swisspsychologistandpioneerinthestudyofcognitivedevelopment.Bestknownforhisresearchonthedevelopmentofcognitivefunctionsinchildren.TheoryChildrenevolvethroughspecificstagesinwhichcognitivestructuresbecomeprogressivelymorecomplex.Inthesensor
2、imoto(感觉运动的)stage(0-2years),intelligeneedevelopsthroughsensoryexperiencesandmovement.Intelligenceinthepreoperationalstage(2-6years)includestheuseofsymbolssuchaspicturesandwordstorepresentideasandobjects.Cognitivedevelopmentduringtheconcreteoperationalstage(6-11
3、years)includeslogicbutrequiresphysicalexamplestowhichthelogiccanbeapplied.Inthefinalformaloperationalstage(11+years),thinkingincludesabstractconcepts.Thisallowsanalyticalandlogicalthoughtwithoutrequiringreferencestoconcreteapplications.Learningoccursthroughadap
4、tationtointeractionswiththeenvironment.Disequilibrium(不平衡，失调)givesrisetoAssimilation(同化)ofanewexperieneewhichareaddedtoexistingknowledge,orAccommodation顺应),whichismodificationofexistingunderstandingtoprovideforthenewexperience.JohnDewey(1859-1952)Americanphilos
5、opherandeducator.EstablishedtheexperimentalLaboratorySchoolattheUniversityofChicago.CommonlyregardedasthefatherofprogressiveeducationinAmerica.Hewroteextensivelyoneducation.TheoryStudentslearnby“directedliving,w”ithanemphasisonworkshop-typeprojectssothatlearni
7、evantactivitieswhichallowthemtoapplytheconceptstheyareendeavoringtolearn.Hands-on(动手做)projectsarethekeytocreatingauthenticlearningexperiences.JeromeBruner(1915-)Americanpsychologist.HewroteTheProcessofEducation(1960),whichemphasizedcurriculuminnovationgr
8、oundedintheoriesofcognitivedevelopment.TheoryLearningisanactive,socialprocessinwhichstudentsconstructnewideasorconceptsbasedoncurrentknowledge.Thestudentsselectsinformation,originateshypotheses,andmakesdecisionsintheprocessofintegratingexperiencesintotheirexi
10、tateofunderstanding.Avariemethods,manychoicesavailabletothestudent,andmulti-agepeergroupsallfacilitatelearning.LevVygostsky(1896-1934)Russianpsychologist,originallyateacherandliteraryscholar.HewroteThoughtandLanguageandMindinSociety.TheorySocialinteractionplays
13、requireshelpandsocialinteractiontofullydevelop.ImplicationsforinstructionStudentsneedsociallyrichenvironmentsinwhichtoexploresubjectswithteachersandpeers.Opportunitiestoworkwithmoreexperiencedpeersareespeciallyimportanttohelpthestudentdevelopahigherlevelof
14、cognitivefunctioning.Supportforlearningcanalsocomefrominstructionalpracticessuchasgraphicorganizers,guidedpractice.ComputerAssistedLanguageLearning(CALL)isoftenperceived,somewhatnarrowly,asanapproachtoIanguageteachingandlearninginwhichthecomputerisusedas
15、anaidtothepresentation,reinforcementandassessmentofmaterialtobelearned,usuallyincludingasubstantialinteractiveelement.Levy(1997:1)definesCALLmoresuccinctlyandmorebroadlyas"thesearchforandstudyofapplicationsofthecomputerinIanguageteachingandlea
17、cation(CMC)isdefinedasanycommunicativetransactionthat1occursthroughtheuseoftwoormorenetworkedcomputers.ResearchonCMCocuseslargelyonthesocialeffectsofdifferentcomputer-supportedcommunicationtechnologies.ManyrecentstudiesinvoIveInternet-basedsocialnetworkingsupportedbysocialsoftware.PopularformsofCMGncludee-mail,video,audioortextchat(textconferencingincluding"instantmessaging"),bulletinboards,list-servsandMMQThesesettingsarechangingrapid