全面综合教育理论(上)

The Theory of Totally Integrated Education

全面综合教育理论认为，当学习者实现了其“单体认知”“程序认知”“整体认知”与情感和意图的整合后，就能形成更为强大的心理结构，而这样一个整体的、完全联系着的心理结构能更好地抵御遗忘的不良影响。除此之外，全面综合教育理论还进一步论证了有价值教育的原理。全面综合教育理论建立在约翰·杜威、查尔斯·皮尔斯，玛丽亚·蒙台梭利，伊丽莎白·斯坦纳，乔治·麦吉亚，斯坦利·格林斯潘，默娜·埃斯特普，埃里克·坎德尔，戴维·梅里尔和杰伦·范梅里恩伯尔等学者的开创性工作之上。该文在给出具体的示例和有关术语的解释之前，先通过描述性理论对术语做出界定。与此同时，全面综合教育理论还为课程改进提供了建议与指导，指出课程设置应当建立在真实的、完整的任务序列之中，由易到难。最重要的是，这样的学习任务更有利于实现三种类型认知在九个层面(辨识、熟识、赏识、模仿、适应、创造、举例、联系和判别)与个体情感与意图的整合。

The Theory of Totally Integrated Education(TIE) predicts that mental structures formed by learners are expected to be stronger when‘knowing that one’，‘knowing how’， and‘knowing that’are integrated with learner emotions and intentions. Such whole， completely connected mental structures are expected to be less vulnerable to forgetting. TIE theory further provides justification of principles for worthwhile education. TIE theory builds on seminal work of John Dewey， Charles Sanders Peirce， Maria Montessori， Elizabeth Steiner， George Maccia， Stanley Greenspan， Kenneth Thompson， Myrna Estep， Eric Kandel， David Merrill， and Jeroen van Merriënboer. Descriptive theory is provided which defines. Terms in TIE theory， before it is explicated and examples are provided. A strategy for improving curriculum is recommended， which is based on sequencing authentic， whole learning tasks from simple to complex. Most importantly， these learning tasks are expected to help students integrate 9 kinds knowing with emotions and intentions: recognitive， acquaintive， appreciative， imitative， adaptive， creative， instantial， relational and criterial.