Transcript 以学生为中心教学法
Overview概要... Student Centred Learning 以学生为中心的学习 A. Three questions 三个问题 B. Teaching cycle教学圈 C. Kolb Experiential Learning Cycle 实践教学圈 Teaching … • Session 1 Introduction 介绍 • Session 2 Ground Rules 基本规则 • • • Session 3 Student Centred Learning 以学生为中心的学习 Session 4 Learning 学习 • Session 5 Practical Activities实操活动 • Session 6 Simulation 模拟 • • • Session 7 Modelling and using objects 模拟和使用实物 Session 8 Managing learning管理学习 • • • • • • • • • Session 9 Projects and independent study 项目教学和独立学习 Session 10 Working in groups 小组学习 Session 11-13 Student learning activities 学生学习活动 Session 14 Plenaries and learning 集合与学习 Session 15 Applying SCL in your workplace 将以学生为中心的教学方法应用到工作中 A. Role/Teaching methods 角色/教法 • Learning …教学 Learning styles教学风格 Labelling learners给学习者贴标 签 Theories理论 Models of learning学习模式 Resourcing/room layout资源利用 /教室设计 • Assessment评价 • Application of SCL以学生为 中心教学方法的应用 Key principles of a student-centred learning approach以 以学生为中心教学法的基本原则 9.The teacher acts as facilitator of learning rather than as presenter 1.Students’ prior knowledge and experiences are taken of knowledge教师充 into account充分利用学 生已有的知识和经验 2.Students’ needs and learning preferences are taken into account考虑 学生的需求和学习爱 好 Student-centred learning 以学生为中心的教学法 3.Formative assessment, peer assessment and self assessment help students 心就业技能 使用活动或资料来激励/帮助/ 挑战学生 problem-solving skills鼓励 学生提出自己的想法， 培养决问题的能力 学评估和自我评价对 学习有帮助 skills培养学生核 8.Activities/ resources are used to motivate/ support/ challenge students 7.Students are encouraged to develop own ideas and learn形成性评价、同 4.Students develop key employability 当学习的促进者， 而不是知识的呈现 者 5.Students are actively participating in the learning process学生积极参与学 习过程 6.Students are encouraged to become independent learners鼓 励 学生独立学习 Three questions3个问题 … 1. What do I want the students to learn? 想让学生学什么? AIMS AND OBJECTIVES目的 3. How will I know what they have learned? 2. How can I help them learn it? 怎样知道他们学会了？ METHODS, ACTIVITIES AND RESOURCES方法、活动与资源 ASSESSMENT评价 怎样教他们学会? Consider想一想 … “I hear and I forget 我听后会忘记， I see and I remember, 我看后能记住， I do and I understand.” 我做后能明白。 Consider想一想… Task: How would you learn best to..? 任务：怎样学……最好？ Make a cup of tea 沏茶 Tie a shoelace 系鞋带 Ride a bicycle 骑自行车 Give directions to your home 介绍去你家的路线 Experience体验 (activity/exercise, etc.) 活动/练习 Pragmatist Planning the next steps 计划下一步 Activist’s Kolb (1984) Learning Cycle 学习圈 Reviewing the Experience 复习 Theorist Reflector’s Concluding from the experience总结 Kolb, D. (1984) Experiential Learning, New Jersey, Prentice-Hall In TEACHING CYCLE教学圈 TARGET GROUP 目标组 ASSESSMENT 评价 RESOURCES 资源 TEACHING CYCLE 教学圈 OBJECTIVES 目标 TEACHING METHODS教法 Learning styles can also be described as : 学习风格的另一种表述 Visual 视觉型 Auditory 听觉型 Tactile 触觉型 or kinesthetic 运动觉型 Two Models of Learning ２种学习模式 Traditional / Input 传统／输入 • Passive 被动 • Receipt • Active 主动 接收 • Fills a deficit Modern / Action 现代／行为 • Search 探索 填补空缺 • Outside stimulus 外部刺激 • Keywords ‘give’, ‘impart’, ‘convey’ 关键词：“给、传授、传送” • Seek satisfaction需求满足 • Inner drive内驱动力 • Transfer of skills and knowledge 传授知识和技巧 • Keywords : ‘create’, ‘discover’ 关键词：“创造、发现” • Problem-solving解决问题 • Need for teacher 需要老师 • Self-learning 自我学习 The Role of the Teacher 教师的角色 … • • • • • • • • • Mentor指导者 Counsellor顾问 Tutor辅导者 Facilitator促进者 Manager管理者 Team Leader领队 Administrator 资料员 Adjudicator评价者 Mediator协调者 Teaching methods 教学方法… Most Control 控制最多 Teacher Controlled Lecture讲授, demonstration 演示 教师控制 Structured discussion 有组织的讨论 Less Controlled Unstructured discussion 自由讨论, 控制少 Seminar 讨论课 Practical 实操课 Shared Control 师生相互控制 Least Control 控制最少 Tutorial 辅导, Simulation 模拟, Role play 角色扮演 Resources based learning 利用资源学习 Least Control Distance learning 远程学习 教师控制 Discovery projects 项目教学 Real life experiences 实习 Teaching 教学… Teaching should not be thought of as transmission but as an engagement… 教学是参与，而不是灌输……。 (Light and Cox 2001) Changes in activity变换活动… “restore attention and concentration” … 能吸引学生注意，使他们集中精力。 (Biggs 2003:102) U – SHAPE Ｕ形座位 BISTRO 圆桌座位 /小餐馆形 HERRING BONE 鱼骨型 /RIBCAGE 肋骨架型 ROWS 横排座位 Viewing experiences through从不同镜头看 Brookfield’s Lenses (Brookfield, S. (1995) Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass ) Autobiographical Lenses 自身的角度 Peer Lenses 同行的角度 Client/learner Lenses 客户/学生的角度 Theoretical Lenses理论角度 Assessment definitions评价的定义 … Summative assessment 终结性评价 This is assessment of learning 是对学习的评价 Formative assessment 形成性评价 This is assessment for learning. 是为学习进行的评价 Assessment for Learning 为学习的评价… Some principles 原则 1.… should be part of effective planning of teaching and learning 应该是有效进行教学设计的一部分。 2.… should focus on how students learn 应把重点放在学生的学习方法上。 3.… should be recognised as central to practice 应视为教学实践的重要环节。 4.… should be sensitive and constructive because any assessment has an emotional impact 任何评价都对情感有影响，因此评价应谨慎和有建设性。 5.…should take account of learner motivation 应考虑学生的学习动机。 6.…should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed 应有助于实现教学目标，并使师生都理解评价他们的标准。 7. Learners should receive constructive guidance about how to improve 学习者应得到有关如何改进的建设性指导。 8. … develops learners' capacity for self-assessment so that they can become reflective and self-managing 培养学生的自我评价能力，使其能自我反思和自我管理。 Robust assessment 有效的评价… Assessment for Learning is对学习的评价应该 … • Accurate assessment (knowing standards) 准确（熟悉标准） • Fair assessment (valid methods) 公正（使用有效的方法） • Reliable assessment (judgements are consistent) 可靠（结论应前后一致） • Useful assessment (identifying how to progress) 有用（明确如何推进） • Focused assessment (identifying blocks in a student’s progress) 重点突出（找出学生的学习障碍） • Continuity of assessment (each assessment stage is clear) 连续 （每个评价阶段非常清楚） Assessment评价 …feedback反馈 … To be useful to learners, assessment should lead to feedback: 要对学生有用，评价须能产生反馈。 Feedback can be 反馈的形式: – Oral 口头的 – Written 书面的 – Non verbal 非言语的 Features that will influence learning 影响学习的因素 Stimulating all the senses 刺激所有感官 Atmosphere free from undue pressure and stress, but with a degree of pleasurable interest 环境没有过多的压力，却有些许趣味性。 Series of novel changes that are neither too hard or easy 一系列难易适度的新奇变化 Encourages social interaction for some activities 鼓励某些活动中的社会交往。 Promotes the development of skills and interests that are mental, aesthetic, social and emotional 鼓励培养心智、审美、社会和情感方面的技能和兴趣。 Encourages the learner to be an active participant 鼓励学习者积极参与。 (Cleeves Diamond 1999) Features that will influence learning (- ive) 影响学习的因素 • Requiring use of a limited set of the senses 需要的视角单一 • An uninviting atmosphere or a threatening one creating pressure and stress 气氛沉闷、压抑 • Setting monotonous or repetitive tasks with demands not linked to capabilities 作业重复单调，无需太多技能 • Isolating learners from one another (physically and/or socially) 学生相互隔离 • Promoting an uneven profile of skills and interests between the mental, aesthetic, social and emotional 使学生的心智、审美、社交和心理技能发展不全面 • Encouraging learners to be passive, dependent and docile. 鼓励学生被动、依赖和顺从 Application to your setting 应用到自己的工作环境 In transfering Student Centred Learning to your setting what might be the barriers to success? 在本单位采用以学生为中心的教学法有何障碍？ Competence? 能力？ To much of a shift in practice? 教学方法变动太大？ Too radical? 过于激进？ Therefore-why not start small – engage agents of change (students?) 那为何不进行小幅度的变化呢？ Build/contribute to a culture of change 建设／催生一种求变的文化 Make clear the expectations of you as teacher 明确自己作为教师的期待 As you prepare your ‘activities’ think about…准备活动时，请思考： • What will your ‘activities’ look like? 你的活动会是什么样子？ • This ‘activity package’ should be easy to transfer to your setting 这个“活动包”应该易于在自己的单位实施。 Now it is over to you … engage and be active 现在请积极参与 Honey and Mumford’s’ ‘Learning Styles’ 学习风格 … Activist行为主义者 Pragmatist实用主义者 Reflector反思者 Theorist理论家 Honey and Mumfords’ ‘Learning Styles’学习风格 … • • • • Pragmatist ... Let’s try it ...实用主义者：让我试试 – Relevant and practical相关和实用 – Try things out with support from an expert在专家帮助下尝试解决问题 – Given immediate opportunities to implement what learnt给机会现学现做 – Problem solving解决问题 Activists ... Let’s do it ... 行为主义者：让我做吧 – New experiences新的体验 – ‘Have a go’ 试一试 – Problem solving解决问题 – Team work团队合作 Reflector ... Let’s think about it ...反思者：让我想想 – Thinking things through 全面考虑 – Observation 观察 – Paired discussions结对讨论 – Opportunity to review and reflect 给机会总结和反思 Theorist ... Let’s understand it ...理论家 – Models and concepts模型和概念 – Lectures讲课 – Following step-by-step instructions讲课循序渐进 – Opportunity to ask questions and probe ideas给机会提问题和发表自己的观点 Labelling learners给学习者贴标签... Franklin’s (2006) labels... Learners being labelled as being particular types of learner... 学习者都是具体某种类型的学习者 Honey-Mumford’s Pragmatist实用主义者 Activist行为主义者 Reflector反思者 Theorist理论家 But takes no account of context 没考虑语境 (Coffield et al.) … Gardner’s labels (2003) – (Multiple intelligences多种智能) Logical mathematical逻辑数学的 Linguistic语言的 Musical音乐的 Spatial空间的 Bodily kinaesthetic运动觉 Interpersonal人际的 Intrapersonal 内心的 Naturalist自然主义者 Spiritual 精神上的 Theories of learning学习理论 … Piaget: Cognitive Development Theory 皮亚杰：认知发展理论 Physical maturation leads to sequential development that includes cognitive development. 身体发育导致包括认知发展在内的顺序发展。 Learners thought to learn new concepts by assimilation, taking in and adapting new information to fit existing concepts and by, accommodation, modifying concepts in light of new information. 学习新概念需通过同化和适应。同化指接收新的信息， 并使之适用已有的概念；适应指根据新的信息修改概 念。 Theories of Learning 学习理论… Vygotsky维果斯基: Social constructivism: Talk and social interaction are the key learning tools. 社会建构论：讨论和社会互动是学习工具的关键。 ‘What a child can do today in co-operation, tomorrow he will be able to do on his own’. 小孩今天能合作完成的事情，明天他就能单独完成。 Scaffolding: extending what learners can do by breaking the learning process down into easy steps. 脚手架：将学习过程分解成几个容易的步骤能拓展学生的能力。 Bruner布鲁纳: the spiral curriculum 螺旋式课程 The curriculum re-visits topics, allowing learners to address increasingly complex components of a topic. 复习学过的内容，使学生能理解越来越复杂的新内容。 Learning学习 adapted from Wegerif(2002:9) Aspect Behaviourism 行为主义 Cognitivist Constructionism 建构主义 Humanism 人文主义 Participatory/ Situation 参与/情景论 Theorists 理论家 Pavlov, Watson, Tolman, Skinner… 巴普洛夫、沃 森、托尔曼、斯金纳 Piaget, Bruner 皮亚杰、布鲁纳 Maslow, Rogers 马斯洛、罗杰斯 Lave, Wertsch, Engestrom 拉韦 、沃茨 View of the L. Process 对学习过程的 看法 Leads to change in behaviour 导致行为变化 Internal mental process including insight, information processing, memory, perception …内在的心理过 程，包括领悟、信息处理、 记忆、感知 A personal act to fulfil potential 实现个人潜能 的行为 Interaction/ observation in social contexts. Movement from the periphery to the centre of a community of practice 社会环境中的 互动/观察。从实践社群 的边沿移动到中心。 Locus of L 学习的核心 Stimuli in external environment 外部环境刺 激 Internal cognitive structure 内在的认知结构 Affective and cognitive needs 情感和认知需要 Learning is about the relationship between people and environment 学习事关 人与环境的关系。 Educator’s role 教育者的角色 Arrange environment to bring about desired response 布置环境，使 之实现理想的反应 Structuring of content of learning activity 调整学习活 动的内容 Facilitates development of the whole person 促 进人的全面发展 Works to establish communities of practice in which conversation and participation occur建 立对话和参与的实践社 群。 奇、恩格斯特伦 LEARNING THEORIES学习理论… Behaviourist – ‘scientific’ / animals / skills 行为主义：科学的/动物/技能 Cognitivist – how people understand material 认知派：人们如何理解物质 Constructivist – creating new meanings/ joint effort usually involved 实证主义：创造新的意义／通常需要共同努力 Humanist – value driven / facilitating role 人文主义：价值驱动，推动着角色