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首页> 外文期刊>Open Journal of Applied Sciences >A Preliminary Study on Connectivism—Constructivism Learning Theory Based on Developmental Cognitive Neuroscience and Spiking Neural Network
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A Preliminary Study on Connectivism—Constructivism Learning Theory Based on Developmental Cognitive Neuroscience and Spiking Neural Network

机译：基于发展认知神经科学和尖峰神经网络的连接性 - 建构主义学习理论初探

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Based on a new theoretical perspective, this paper attempts to unify the seemingly incompatible learning theories of Connectivism and Constructivism into a scientific theoretical framework. The Connectivism-Constructivism learning theory is not a simple superposition of the two theories. Instead, it absorbs the essence of the learning theory of Constructivism, Connectivism and Neo-Constructivism, and takes the two empirical scientific experimental results of developmental cognitive neuroscience and spiking neural network as the factual basis, and develops two theories from the perspective of development. Integration, to achieve the resolution of contradictions, complement each other, and then rebuild. This paper discusses Con nectivism-Constructivism learning theory. The theory holds that the essence of knowledge is the connecti on between the subject and the environment. There are two form s: physical form and logical form.? The? only logical form can be realized and utilized by people. Learning can be divided into two stages: connection and construction. Connection is the premise, construction is the core, and the network action generated in the connection stage as a raw material is pruned, and processed by various systems in the construction stage to become psychological representation. When the psychological representation is used, the relevant network shaping is finished, and the meaningful network is formed, which completes the change of knowledge from physical form to logical form and from logical form to physical form. Therefore, learning is the process of constructing meaningful network. We should not only promote the students’ connection stage, but also help the students’ construction stage. The innovation and breakthrough contribution of this paper is that it is the first time to look at the topic of learning theory from a new research perspective. In order t o explore a more convincing learning theoretical framework, this artic le takes the lead in seeking theoretical support and factual basis from developmental cognitive neuroscience and Spiking neural network. As a result, Connectivism learning theory and Constructivism learning theory are successfully integrated into a rather complete and effective theoretical framework to reconstruct Connectivism-Constructivism learning theory.
机译：基于一种新的理论观点，本文试图统一连接性主义和建构主义的看似不相容的学习理论，成为科学理论框架。连接主义 - 建构主义学习理论不是两个理论的简单叠加。相反，它吸收了建构主义，连接性和新建构主义的学习理论的本质，并采用了发育认知神经科学和尖峰神经网络的两个经验科学实验结果作为事实基础，从发展的角度发展了两个理论。集成，实现解决的矛盾，相互补充，然后重建。本文讨论了符合果实建构主义学习理论。该理论认为，知识的本质是主题与环境之间的Connecti。有两种形式：物理形式和逻辑形式。？这？只能通过人们实现和利用逻辑表格。学习可分为两个阶段：连接和施工。连接是前提，施工是核心，并且在连接阶段产生的网络动作被修剪，并由施工阶段的各种系统处理以成为心理表示。当使用心理表示时，结束相关的网络整形，并且形成有意义的网络，该网络从物理形式到逻辑形式以及从逻辑表单到物理形式完成知识的变化。因此，学习是构建有意义网络的过程。我们不仅应该促进学生的联系阶段，还可以帮助学生的建设阶段。本文的创新和突破贡献是，从新的研究角度来看，这是第一次看学习理论的主题。为了探索更加令​​人信服的学习理论框架，这座艺术乐在发展领先地位，从发育认知神经科学和尖峰神经网络寻求理论支持和事实基础。结果，连接主义学习理论和建构主义学习理论成功地集成到一个相当有效的理论框架中，以重建连接主义建构主义学习理论。

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