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          15 марта 2016        159         0

lower order learning

научение низшего порядка

Learning by rote memorization, association, and drill. There are a variety of forms of lower order learning in the schools which we can identify by understanding the relative lack of logic informing them. Paradigmatically, lower order learning is learning by sheer association or rote. Hence students come to think of history class, for example, as a place where you hear names, dates, places, events, and outcomes; where you try to remember them and state them on tests. Math comes to be thought of as numbers, symbols, and formulas — mysterious things you mechanically manipulate as the teacher told you in order to get the right answer.

Literature is often thought of as uninteresting stories to remember along with what the teacher said is important about them. Consequently, students leave with a jumble of undigested fragments, scraps left over after they have forgotten most of what they stored in their short-term memories for tests. Virtually never do they grasp the logic of what they learn. Rarely do they relate what they learn to their own experience or critique each by means of the other. Rarely do they try to test what they learn in everyday life. Rarely do they ask “Why is this so? How does this relate to what I already know? How does this relate to what I am learning in other classes?”

To put the point in a nutshell, very few students think of what they are learning as worthy of being arranged logically in their minds or have the slightest idea of how to do so.

See didactic instruction, monological problems, multilogical problems, monological thinkingmultilogical thinking.

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не в сети 1 год

Игорь Хайдакин

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