摘要
按照教学中认知的定义,教学过程分为认知过程和实践过程,即概念定义原理的讲授和过程式的引导教学两种方式,通过推动学生的各种知觉过程来完成认知并形成记忆。信息技术所提供的思维方式和支撑的新的学习方式,使学生和教师以横纵向协作的方式参与的教学活动成为可能。^([1])教师使用各种软硬件系统对课内课外教育教学过程进行再造,从而形成泛在环境下的记忆与认知。认知初期的自动化加工过程通过重复和提高学习能效来维持短期记忆,持续过程中的记忆与背景等相关,通过对记忆和认知过程的研究有利于泛在环境中的教学效果。
According to the definition of cognition in teaching, the teaching process can be divided into cognitive process and practical process, that is, the teaching of the principle of concept definition and the guiding teaching of process type. By promoting students' various perceptual processes, the cognitive process can be completed and the memory can be formed. The new way of thinking and learning supported by information technology makes it possible for students and teachers to participate in teaching activities in a horizontal and vertical way.[1]Teachers use a variety of software and hardware systems to re-engineer the teaching process of extracurricular education, thus forming a ubiquitous environment of memory and cognition. In the early cognitive stage, short-term memory is maintained through repetition and improvement of learning energy efficiency. Memory in the continuous process is related to the background. The study of memory and cognitive process is conducive to the teaching effect in ubiquitous environment.
出处
《电脑知识与技术》
2018年第12X期150-151,157,共3页
Computer Knowledge and Technology
基金
江苏省现代教育技术课题"基于泛在技术的移动学习系统研究"(编号:2016R49853)
关键词
认知模式
泛在
多终端混合
记忆
认知过程
cognitive mode
ubiquitous
multi terminal mixing
memory
cognitive process
