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  3. Call it the "learning paradox": the more you struggle and even fail while you’re trying to learn new information, the better you

Call it the "learning paradox": the more you struggle and even fail while you’re trying to learn new information, the better you

admin2014-01-20  74
问题     Call it the "learning paradox": the more you struggle and even fail while you’re trying to learn new information, the better you’re likely to recall and apply that information later.
    The learning paradox is at the heart of "productive failure," a phenomenon identified by researcher Manu Kapur. Kapur points out that while the model adopted by many teachers when introducing students to new knowledge —providing lots of structure and guidance early on, until the students show that they can do it on their own — makes intuitive sense, it may not be the best way to promote learning. Rather, it’s better to let the learners wrestle(较劲)with the material on their own for a while, refraining from giving them any assistance at the start. In a paper published recently, Kapur applied the principle of productive failure to mathematical problem solving in three schools.
    With one group of students, the teacher provided strong "scaffolding" instructional support—and feedback. With the teacher’s help, these pupils were able to find the answers to their set of problems. Meanwhile, a second group was directed to solve the same problems by collaborating with one another, without any prompts from their instructor. These students weren’t able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what they’d learned, the second group "significantly outperformed" the first.
    The apparent struggles of the floundering(挣扎的)group have what Kapur calls a "hidden efficacy": they lead people to understand the deep structure of problems, not simply their correct solutions. When these students encounter a new problem of the same type on a test, they’re able to transfer the knowledge they’ve gathered more effectively than those who were the passive recipients of someone else’s expertise.
    In the real world, problems rarely come neatly packaged, so being able to discern their deep structure is key. But, Kapur notes, none of us like to fail, no matter how often Silicon Valley entrepreneurs praise the beneficial effects of an idea that fails or a start-up company that crashes and burns. So we need to "design for productive failure" by building it into the learning process. Kapur has identified three conditions that promote this kind of beneficial struggle. First, choose problems to work on that "challenge but do not frustrate. " Second, provide learners with opportunities to explain and elaborate on what they’re doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems. And to those students who protest this tough-love teaching style: you’ll thank me later.
What do people tend to think of providing strong "scaffolding" in teaching?
选项 A、It will make teaching easier.
B、It is a sensible way of teaching.
C、It can motivate average students.
D、It will enhance students’ confidence.
答案B
解析 细节推断题。第三段前两句指出，老师为第一组学生提供了强有力的“支架”一一教学支持一一和反馈。这些学生在老师的帮助下都能够找到他们问题的答案。同时根据第二段第二句可知，很多老师向学生讲述新知识时，最开始都会给予学生大量的周密安排和指导，直到学生能独立完成，这种模式从直观上看似乎有道理，由此可知。第二段第二句提到的这种教学方法即为“支架式教学”．大多数人认为这是一种合理的教学方式。故答案为B)。
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