{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"dde4e586-1def-4457-8ec5-0287b0b0511d","title":"认知 人行为背后的思维与智能","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300273921","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"dde4e586-1def-4457-8ec5-0287b0b0511d","id":"dde4e586-1def-4457-8ec5-0287b0b0511d","uuid":"dde4e586-1def-4457-8ec5-0287b0b0511d","title":"认知 人行为背后的思维与智能","normalized_title":"认知人行为背后的思维与智能","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300273921","isbns":["9787300273921"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":290,"navigation_url":"https://workshop.closeclaw.top/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d","title_url":"https://workshop.closeclaw.top/ai/title/%E8%AE%A4%E7%9F%A5%20%E4%BA%BA%E8%A1%8C%E4%B8%BA%E8%83%8C%E5%90%8E%E7%9A%84%E6%80%9D%E7%BB%B4%E4%B8%8E%E6%99%BA%E8%83%BD","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/dde4e586-1def-4457-8ec5-0287b0b0511d","page_url":"https://workshop.closeclaw.top/api/ai/books/dde4e586-1def-4457-8ec5-0287b0b0511d/page","search_url":"https://workshop.closeclaw.top/api/ai/books/dde4e586-1def-4457-8ec5-0287b0b0511d/search"},"page":{"printed_page":215,"pdf_page":226,"physical_index":226,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"6bb9db9174fcd97dab5f48821f59195049c01b634600fd252e83902e018803d9"},"chapter":"第六章","content":"可以有许多方法对学习情景进行分类。一种分类法是看学习者在学习中做什么，看他们学习时的活跃程度如何；另一种分类法是看周围环境提供了什么信息，环境的丰富程度如何。例如，一种极端的情况是由教师随意讲，学生纯粹被动地听。当然，这只是所谓的“极端”情况。实际上没有任何一个学生完全像录音机一样地接受知识，他们学习时总会采取各种不同的策略。例如，有些学生是把教师讲的内容详细地记成笔记，以后再看笔记，重新提取应用；有的学生则只记他感兴趣的内容。课堂教学这种教学形式能够500年不衰，就在于它提供了一个场合，让教师给出信息而学生可以采取不同的策略来接收这些信息。即使一个没有经验的教师，他不敢面对学生，而经常背对着学生进行板书，他也是通过写字的方法不断地向学生发出信息。\n\n由此可见，要了解学习过程，就必须分析教师与学生两个方面，分析教师如何发出信息和学生如何接收信息。\n\n1. 发现法教学。\n\n发现法教学就是教师提出一些简单的问题，这些问题中包含着某种基本原理，让学生用前面所讲的弱方法，也就是搜索的方法去解决。一旦问题解决了，他们也就学到了新的东西。\n\n第六章 学习\n\n215","previous_page":214,"next_page":216}