Drew 的第二个作业
by Siqi Sun
1. Constructivism (philosophy of education) - Wikipedia
2. 第一篇
2.1. 138博士学位是研究为主的
2.1.1. independent scholar/researcher (a producer of knowledge that often results from uncertain processes that take place in unstructured contexts).138
2.2. 139 创作力
2.3. 139和周围团队建立联系
2.4. conducting original research and creat- ing knowledge 140
2.4.1. six personal psychological and social resources are needed for creative work: intelligence, knowledge, thinking styles, personality, motivation and environmental context. 143
2.5. 144Sternberg and Lubart (1995) argue that intelligence plays three roles in creativ- ity: synthetic, analytic and practical
2.6. The analytic and practical roles involve deploying the analytical and practical abilities discussed above 144
2.7. 144They focus primarily on the analytical skills and think- ing styles that are necessary to perform well in coursework, and not on the skills and thinking styles that matter most for becoming an independent, creative researcher and for performing well in many PhD-level professions.
2.8. 知识基础
2.8.1. 144In order to break with the past or simply add to the existing knowl- edge base in one’s chosen discipline, one has to know what the knowledge base is
2.9. 145 知识联系
2.10. 145 周围人的影响
2.11. 145 match 能力
2.12. 147 以任务为导向
2.13. 149According to this model, completion and creative perfor- mance are influenced by five individual resources: intelligence, knowledge, thinking styles, personality and motivation.
3. Connectivism
3.1. Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
3.2. Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
3.3. Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
3.4. Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11). This definition encompasses many of the attributes commonly associated with behaviorism, cognitivism, and constructivism – namely, learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
3.5. that knowledge is an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences.
3.6. 1. Observable behaviour is more important than understanding internal activities 2. Behaviour should be focused on simple elements: specific stimuli and responses 3. Learning is about behaviour change
3.7. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
3.8. 3 知识多要评价知识
3.8.1. The ability to synthesize and recognize connections and patterns is a valuable skill.
3.9. 建立联系很重要
3.9.1. Meaning-making and forming connections between specialized communities are important activities.
3.10. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
3.11. Weak ties are links or bridges that allow short connections between information. Our small world networks are generally populated with people whose interests and knowledge are similar to ours. Finding a new job, as an example, often occurs through weak ties. This principle has great merit in the notion of serendipity, innovation, and creativity. Connections between disparate ideas and fields can create new innovations.
3.12. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
4. 第五周communication
4.1. 第七周communication
5. constructionism
5.1. Von Glasersfeld (1989) emphasized that learners construct their own understanding and that they do not simply mirror and reflect what they read. Learners look for meaning and will try to find regularity and order in the events of the world even in the absence of full or complete information.
5.1.1. Responsibility for learning
5.1.1.1. 找论文的过程
5.2. Other constructivist scholars agree with this and emphasize that individuals make meanings through the interactions with each other and with the environment they live in. Knowledge is thus a product of humans and is socially and culturally constructed.[11][23] McMahon (1997) agrees that learning is a social process. He further states that learning is not a process that only takes place inside our minds, nor is it a passive development of our behaviors that is shaped by external forces and that meaningful learning occurs when individuals are engaged in social activities
5.2.1. 知识由社会建成
5.3. Some studies argue for the importance of mentoring in the process of learning.[3][27] The social constructivist model thus emphasizes the importance of the relationship between the student and the instructor in the learning process.
6. 教育学研究的找文献的活动
6.1. reflect practice
6.2. 第二道三周的那个生态学习
6.2.1. The development of the individual is the result of her internalisation of these interactions with her environment. This internalisation process has been referred to as the “decontextualization of mediational means”
6.2.2. Successful scaffolding requires collaboration or assistance for a learner or group of learners from teachers or other more able partners who must provide appropriately challenging activities accompanied by the right quantity and quality of assistance.
6.3. The social constructivist model thus emphasizes the importance of the relationship between the student and the instructor in the learning process
6.4. Some social constructivist models also stress the need for collaboration among learners, in direct contradiction to traditional competitive approaches.[28] One Vygotskian notion that has significant implications for peer collaboration, is that of the zone of proximal development.
7. 第三篇
7.1. PHD要适应劳动市场
7.2. 现在的研究chaotic
7.3. 跨学科
7.4. 团队合作
7.5. PHD要的能力
7.5.1. 领导力
7.6. PHD需要的能力
7.7. teamleader
7.8. p109 communication presentation
7.9. 110 博士生要跟博导和同事交流
8. 书的
8.1. You must be able to communicate your results effectively in the profes- sional arena.
8.2. So a final and crucial skill which professionals must acquire is the ability to evaluate and re-evaluate their own work and that of others in the light of current developments. They need to be able to grow with their discipline.
8.3. 42页讲了持续性 好像和连接主义有关
8.4. Secondly, how do you know what is relevant? Some of the most innovative research in all disciplines has flowed from the application of concepts and techniques from surrounding areas of research.又是连接主义
8.5. You then have to summarize the main points and demonstrate how they link into the topic of your thesis.
8.6. 27上下 沟通
8.7. Again, the need to present ideas orally and in public is vital to your success in your doctorate and to your future employment 表达想法 27
8.8. Others, like teamworking, which includes negotiation and seeing both sides of an argument, may initially seem contradictory to the notion of the isolated researcher but you will soon discover the importance of being able to come to a decision after discussion with your supervisors, other researchers in your discipline, or conference colleagues. team work
8.9. uQ ٗ in your field so that you can discover what the standards are. How else will you know what standard you ought to aim for
8.10. 在之前的东西上加东西
8.10.1. In these cases students have become particularly interested in a topic during the course of their undergraduate degrees (or perhaps while working in their profession) and wish to add something to the current state of knowledge.
8.11. Doing research is a craft skill, which is why the basic educational process that takes place is that of learning by doing.
8.11.1. learn by doing
8.12. But a key initial task is to watch established good researchers in your discipline and note down, as systematically as you can, what practices, skills and techniques they are using. Hopefully your supervisors will act as exemplar researchers, but you must examine and learn from others too.
8.12.1. 观察学者