首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Considerations of Learning-centered Teaching I. Introduction A. goal of most courses: to enhance students’ understanding —differ
Considerations of Learning-centered Teaching I. Introduction A. goal of most courses: to enhance students’ understanding —differ
admin
2012-12-01
26
问题
Considerations of Learning-centered Teaching I. Introduction
A. goal of most courses: to enhance students’ understanding
—different understanding calls for different teaching methods
B. most forms of understanding are expressed by new (1) . (1)______
—example: "weight" for "heaviness"
C. other kinds of learning besides understanding
1. the key learning activity: (2) (2)______
2. memorizing and recalling (3) (3)______
3. acquiring attitudes and values, etc.
—different learning calls for different teaching methods.
II. Ways of categorization and modeling students
A. holists: students who (4) as a whole (4)______
B. serialists: students who begin (5) (5)______
C. visualisers: students who depend on visual materials
D. verbalisers: students who prefer to listen, read, discuss, etc.
E. (6) : students who believe that to practice is to understand (6)______
III. Students’ approaches to learning
A. (7) : intending to further understanding and question ideas (7)______
B. (8) : intending to memorize information and obey (8)______
IV. Course evaluation through feedback
A. feedback reveals about the learners and the (9) . (9)______
B. feedback can be quite (10) unless properly analyzed. (10)______
Considerations of Learing-centered Teaching
Good morning, everyone. In today’s lecture, we shall discuss some considerations of learning-centered teaching.
First of all, I’d say, most courses of today try to help students develop their understanding. But understanding a foreign language is not the same as understanding why someone is upset, or understanding electromagnetism or understanding history. Therefore, it is not to be expected that the same teaching methods will be appropriate to these different kinds of understanding.
The next point I’d like to make is that, [1] most forms of understanding are expressed by concepts which differ from everyday ones. For example, we all know that suitcases get heavier the longer you carry them, but in science this is described in terms of "constant weight plus increasing fatigue". The concept "weight" is introduced and laid alongside the commonsense concept of "heaviness". Similarly we all know that time passes quickly when we are absorbed and slowly when we are bored, but science tells us that this is an illusion; time really ticks away at a steady rate. Note that conceptual change should not be the aim, as is sometimes suggested, since people still also need their common sense. The aim is to add new sets of concepts and to explain when to use which set.
Thirdly, "understanding" is not the only kind of learning which students need to master. [2] Instruction, demonstration and error-correction are the key teaching activities while practice is the main learning activity. [3] Students also have to memorize information and be able to recall it when required, as well as acquire several other kinds of learning (such as know-how and attitudes and values) each of which calls for different teaching methods. So learning-centered teaching includes a conscious matching of teaching methods to the intended kind of learning.
While good teaching involves, among other things, helping students to achieve their chosen learning goals, the picture is further complicated by the different learning styles adopted by different groups of students. And the following are ways of categorization and modeling students, which are proved to be useful, particularly in connection with understanding.
Firstly, I’d like to call some students [4] "holists"; which means they like to take an overview of a subject first and then fill in the details and concepts in their own way. Secondly, there are [5] "serialists" who like to follow a logical progression of a subject, beginning at the beginning. Educational researcher Gordon Pask structured some teaching materials in both a holist and a serialist manner, and then tested previously-scorted cohorts of students using them. He found that the best performance of those who were mismatched (that is holist students with serialist material, and vice versa) was worse than the worst performance of those who were matched to the learning materials.
This seems to imply, for example, that educational textbooks — which are naturally serialist in character — should include signposts, summaries, alternative explanations of difficult concepts, explanatory figure captions, a glossary of terms, a good index, etc. to help holist students find their own way through them. Similarly projects, which are naturally holist in character, since they are usually specified in terms of a final goal, can cause problems for serialists, who may therefore need step-by-step guidance.
The third group of students are "visualisers" whose learning is helped by the inclusion of diagrams, pictures, flow-charts, films, etc., while the fourth group are "verbalisers" who prefer to listen, read, discuss, argue, attend tutorials and write during their conceptual development. [6] Finally, the fifth group are "doers" who find that overt practical activity is best. The saying that "to hear is to forget, to see is to remember, but to do is to understand" is only true for "doers". With a typical mix of students, attempts should be made to cater for each preferred style.
My third main point is about students’ approaches to learning. It is well known nowadays that for the development of "understanding" and for the memorization of information, it is important that students adopt a "deep approach" to their learning, rather than a "surface approach". [7] The "deep approach" refers to an intention to develop their understanding and to challenge ideas, f 8] while the "surface approach" is the intention to memorize information and to follow instructions. Although students are naturally inclined towards one approach rather than the other — often with a new subject the inclination is towards the surface approach — this can vary from subject to subject and can usually be changed by the teaching they receive. Overloading, for example, will encourage the surface approach; stimulating interest may encourage the deep approach. Given the deep approach, even good lectures can make a considerable contribution to students’ "understanding".
Recently, the need to encourage the deep approach in students has been allowed to dominate the choice of teaching method, sometimes at the expense of effective teaching. Constructivism in science teaching, for example, in which students are encouraged to devise their own explanations of phenomena, certainly tends to encourage the deep approach, but it can also leave students with misconceptions. Similarly, tough problem-based learning is usually popular with students, it teaches "know-how" rather than "understanding": unless explicit conceptual guidance is also given.
The last point I want you to pay attention to is course evaluation through feedback. It often seems to be assumed that students are a homogeneous bunch and that therefore a majority opinion condemning a certain aspect of a course justifies changing it for the future. But this can well be a mistake. If a course is well matched, say, to "holist verbalisers", it is unlikely to be found very helpful to "serialist visualisers". In other words, [9] feedback is likely to reveal as much about the students as about the course or lecturer, [10] and can be quite misleading unless it is properly analyzed in terms of the preferred learning styles of the particular cohort of students.
[10] Indeed, student feedback about the teaching of "understanding" can, in any case, be quite misleading, since students cannot be expected to judge what has been helpful to them until much of the necessary conceptual development has occurred. Only after "the penny has dropped" is such feedback likely to be reliable. Similarly, favorable feedback about the necessary but tedious practising of important "skills" cannot normally be expected.
Ok, in today’s lecture, we looked at some considerations of learning-centered teaching, with which all lecturers should, in due course, become familiar. And I believe innovation in education without taking these matters into consideration is at best cavalier, at worst irresponsible, for it is the students who suffer from teachers’ ill-founded experiments.
选项
答案
deep approach
解析
在介绍完学生的分类之后,演讲者谈到了“学生的学习方法”。其中,有deepapproach和surface approach两种。在谈到deep approach时演讲者说“The deep approachrefers to an intention to developtheir understanding and tochallenge ideas”。所以,本题填deep approach。
转载请注明原文地址:https://kaotiyun.com/show/xPaO777K
0
专业英语八级
相关试题推荐
EducationalattainmentinruralAmericareachedahistoricheightin2000,withnearlyoneinsixruraladultsholdinga【M1】__
WhichofthefollowingisNOTabranchofMacrolinguistics?
WhichofthefollowingwasNOTanovelwrittenbyMarkTwain?
IntroductiontoEnglishSynonymsEnglishhasthelargestvocabularyandthemostsynonymsofalllanguagesintheworld.This
IntroductiontoEnglishSynonymsEnglishhasthelargestvocabularyandthemostsynonymsofalllanguagesintheworld.This
Ittakesawhile,asyouwalkaroundthestreetsofNantes,acityofhaftamillionpeopleonthebanksoftheLoireRiver,to
HowtoReadEffectivelyManystudentstendtoreadbookswithoutanypurpose.Theyoftenreadabookslowlyandingreatdetail
HowtoReadEffectivelyManystudentstendtoreadbookswithoutanypurpose.Theyoftenreadabookslowlyandingreatdetail
Whoiscalled"fatherofEnglishandEuropeannovels"?
大自然对人的恩赐,无论贫富,一律平等。所以人们对于大自然,全都一致并深深地依赖着。尤其在乡间,上千年来人们一直以不变的方式生活着。种植庄稼和葡萄,酿酒和饮酒,喂牛和挤奶,锄草和栽花;在周末去教堂祈祷和做礼拜,在节日到广场拉琴、跳舞和唱歌;往日的田园依旧是今
随机试题
伤寒的临床特点不包括
以下哪种情况是超声多普勒血流显像仪质量好的标志()
A.牙槽骨吸收、牙周袋形成B.牙龈红肿、龈袋形成C.剥脱性龈病损D.牙龈组织弥漫性增生,表面呈颗粒结节状E.龈缘及龈乳头坏死慢性盘状红斑狼疮在牙龈的表征是
今天人们经常以“姓氏笔画”为序来排名,其实古代特别是先秦时期“姓”与“氏”是有严格区别的。以下关于“姓”“氏”表述错误的一项是()。
有以下程序:#include<stdio.h>main()FILE*fp;inti,k=0,n=0;fp=fopen("d1.dat","w");for(i=l;i<4;i+
请在【答题】菜单下选择【进入考生文件夹】命令,并按照题目要求完成下面的操作。注意:以下的文件必须保存在考生文件夹下。文涵是大地公司的销售部助理,负责对全公司的销售情况进行统计分析,并将结果提交给销售部经理。年底,她根据各门店提交的销售报
Forthelongesttime,Icouldn’tgetworkedupaboutprivacy:myrighttoit;howit’sdying;howwe’reheadedforanevenmore
(Noneofus)had(thefinalsay)inthismatter,and(therefore)itwasrecommendedthatwe(waited)fortheauthorities.
A、Inahospital.B、Ataschool.C、Inanoffice.D、Inapostoffice.A
Mostpeoplehavenoideaofthehardworkandworrythatgointothecollectingofthosefascinatingbirdsandanimalswhichthe
最新回复
(
0
)