学习理论提供洞察学习机制的交叉点的学生或学习者，教师/导师/推动者，具体的学习是嵌入在教育或制度背景。这些情况可能是教室或社区的实践，并在虚拟空间或心灵的眼睛内发生。学习和教育在各个方面争取更大的理解，促进学生成功的学习在意义和语境的情况下订婚。从我的角度来看，有三个进一步的元素位于另一个轴，值得认真考虑，即内在动机，转移，和洞察力。我将提供学习时绑定到一个有意义的背景，最好是一个通知或是建立在之前的经验，这种经验往往是内在动机的学习者。内在兴趣和有意义的参与似乎预测更深的学习和更广泛的深度和理解的证据。伴随着更深入的了解，可以预测到的洞察力和技能掌握相关领域的更大的能力，深入学习；知识不断巩固可以让学习者更为有目的地时提供了新的信息，解决问题的任务类型，或新的情况。我相信，这样的模式将促进适应，应变能力，创造力和自我调节，所有的素质，让学习者受益于更广泛的学习经验.
新西兰动画学论文代写:洞察学习机制
Theories of learning provide insight into the mechanisms of learning at the intersection of the student or learner, the teacher/mentor/facilitator, and the specific learning that is embedded within an educational or institutional context. These contexts may be a classroom or a community of practice, and occur within virtual space or within the mind's eye.Learning and education within various perspectives strive for greater understanding of the circumstances that promote successful learning within contexts of meaning and engagement for learners. From my perspective, there are three further elements residing on another axis that merit careful consideration, namely intrinsic motivation, transfer, and discernment.I would offer that when learning is bound to a meaningful context, preferably one that is informed by or builds on prior experience, that experience tends to be more intrinsically motivating for learners. Intrinsic interest and meaningful engagement appears to predict deeper learning and evidence of greater breadth and depth of understanding. The deep learning that accompanies greater understanding may predict greater ability in areas related to discernment and skill mastery; ongoing consolidation of knowledge may allow a learner to respond more deliberately and purposefully when presented with new information, problem-solving types of tasks, or novel circumstances. It is my belief that models such as these would promote adaptation, resilience, and creativity, and self-regulation; all qualities that would allow a learner to profit from a greater range of learning experiences
