《人是如何學(xué)習(xí)的》II已經(jīng)出版上架了！
之前，自留地君在《好書推薦：《人是如何學(xué)習(xí)的》》推介過！
 EduTech自留地推薦搜索關(guān)鍵詞列表：學(xué)習(xí)科學(xué)好書推薦技術(shù)派教師人是如何學(xué)習(xí)的從這一期開始，自留地將分三期，中英文對照分享和簡短點評該書所總結(jié)的二十一條結(jié)論，每一期7個結(jié)論，歡迎持續(xù)關(guān)注！ 每個學(xué)習(xí)者都會在生命進程中發(fā)展出獨一無二的知識序列和認知資源，它們由學(xué)習(xí)者的文化、社會、認知及生物等境脈的相互作用所塑造。理解“人如何學(xué)習(xí)”，其核心在于理解學(xué)習(xí)者在發(fā)展、文化、境脈和歷史上的多樣性。CONCLUSION 2-1: Each learner develops a unique array of knowledge and cognitive resources in the course of life that are molded by the interplay of that learner’s cultural, social, cognitive, and biological contexts. Understanding the developmental, cultural, contextual, and historical diversity of learners is central to understanding how people learn.自留地點評：這個結(jié)論申明學(xué)習(xí)是一個受多因素影響的復(fù)雜系統(tǒng)。也指出了只有透過理解學(xué)習(xí)者發(fā)展、社會文化、境脈以及歷史上的多樣性（也就是復(fù)雜性），才能理解和解釋人是如何學(xué)習(xí)的。
個體學(xué)習(xí)者不斷有意或無意地整合多種類型的學(xué)習(xí)，以應(yīng)對其遇到的情況和挑戰(zhàn)，學(xué)習(xí)者整合學(xué)習(xí)功能的方式由其所處的社會和物理環(huán)境所塑造，同時這也塑造了其未來的學(xué)習(xí)。
CONCLUSION 3-1: The individual learner constantly integrates many types of learning, both deliberately and unconsciously, in response to the challenges and circumstances he encounters. The way a learner integrates learning functions is shaped by his social and physical environment but also shapes his future learning.自留地點評：這個結(jié)論得到了許多學(xué)習(xí)心理學(xué)和發(fā)展心理學(xué)家研究的支持。皮亞杰和新皮亞杰學(xué)派的“同化”和“順應(yīng)”也差不多是這個意思。腦的發(fā)展貫穿人的整個生命過程，遵循著一條人類大體一致的軌跡，但也會由于每個學(xué)習(xí)者的環(huán)境和經(jīng)驗而富于個性化。腦逐漸成熟，能夠產(chǎn)生復(fù)雜的認知功能，并且在對挑戰(zhàn)的適應(yīng)中表現(xiàn)出神經(jīng)學(xué)層面的可塑性。
CONCLUSION 3-2: The brain develops throughout life, following a trajectory that is broadly consistent for humans but is also individualized by every learner’s environment and experiences. It gradually matures to become capable of a vast array of complex cognitive functions and is also malleable in adapting to challenges at a neurological level.自留地點評：大腦與學(xué)習(xí)的關(guān)系密切而復(fù)雜。最近一些年，將有關(guān)腦神經(jīng)科學(xué)研究的成果整合到教育實踐之中，必須經(jīng)由其對學(xué)習(xí)的啟示和意義而實現(xiàn)。腦發(fā)展與學(xué)習(xí)之間是互惠的關(guān)系：學(xué)習(xí)是通過相互依賴的神經(jīng)網(wǎng)絡(luò)進行的，同時，學(xué)習(xí)與發(fā)展也會涉及神經(jīng)聯(lián)結(jié)的持續(xù)塑造和重塑，以響應(yīng)外界的刺激和需求。腦的發(fā)展影響個體的行為和學(xué)習(xí)，反過來，學(xué)習(xí)也影響腦的發(fā)展與健康。
CONCLUSION 3-3: The relationship between brain development and learning is reciprocal: learning occurs through interdependent neural networks, and at the same time learning and development involves the continuous shaping and reshaping of neural connections in response to stimuli and demands. Development of the brain influences behavior and learning, and in turn, learning influences brain development and brain health。自留地點評：這個結(jié)論很好地解釋了大腦的發(fā)展與學(xué)習(xí)之間的互惠關(guān)系和相互作用。成功的學(xué)習(xí)需要協(xié)調(diào)多種認知過程，這些過程涉及大腦中的不同網(wǎng)絡(luò)，為了協(xié)調(diào)這些過程，個體需要能夠監(jiān)控和協(xié)調(diào)自身的學(xué)習(xí)。監(jiān)控和調(diào)節(jié)學(xué)習(xí)的能力再人的成長過程中是變動不居的，并可通過干預(yù)措施加以改進。
CONCLUSION 4-1: Successful learning requires coordination of multiple cognitive processes that involve different networks in the brain. In order to coordinate these processes, an individual needs to be able to monitor and regulate his own learning. The ability to monitor and regulate learning changes over the life span and can be improved through interventions.自留地點評：這個結(jié)論中提及的協(xié)調(diào)多種認知過程的能力，不就是元認知嗎？元認知在人的學(xué)習(xí)與發(fā)展過程中具有極為重要的作用。記憶是大多數(shù)類型學(xué)習(xí)的重要基礎(chǔ)。記憶涉及重建，而不單純是提取經(jīng)過編碼的心智表征的精確副本。學(xué)習(xí)者所在環(huán)境中可用的線索對于其能夠回憶的內(nèi)容至關(guān)重要；這些線索也在學(xué)習(xí)者開始將新信息整合為知識的過程中發(fā)揮作用。CONCLUSION 4-2: Memory is an important foundation for most types of learning. Memory involves reconstruction rather than retrieval of exact copies of encoded mental representations. The cues available in a learner’s environment are critical for what she will be able to recall; they also play a role in the way the learner begins to integrate new information as knowledge.自留地點評：記憶是人的學(xué)習(xí)、認知與發(fā)展的基礎(chǔ)，信息加工心理學(xué)左手是裁切本，右手是毛邊本 Photo by Johnnie Walker
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