PROGRESSIONINUNDERSTANDINGOFBRITISHSTUDENTSOFCHANGEANDDEVELOPMENTINHISTORY

英國(guó)學(xué)生對(duì)歷史中

變遷與發(fā)展之理解進(jìn)程FRANCESBLOWPROGRESSIONINUNDERSTANDINGO1.OVERVIEWTOTHEPRESENTATION

報(bào)告概述Whydothewaysinwhichstudentsunderstandhistorymatter?IssuesfromtheBritishexperience.為什麼學(xué)生理解歷史的方式要緊？來(lái)出英國(guó)經(jīng)驗(yàn)的課題。Howmightthedifferentwaysinwhichstudentsthinkaboutchangeanddevelopmentinhistorybedescribed?學(xué)生思考?xì)v史中變遷與發(fā)展的不同方式可以如何被描述？Whataresomeoftheimplicationsforteachingchangeanddevelopmentinhistorylessons?對(duì)於歷史中變遷與發(fā)展的教學(xué)課程有何啟示？Concludingthoughts結(jié)論想法1.OVERVIEWTOTHEPRESENTATION1.1Whydoeshistoricalunderstandingofstudentsmatter?學(xué)生的歷史理解為何要緊？Educatorsaims:toenablestudents

教育者的目標(biāo)：使學(xué)生有能力Toberesponsibledecisionmakersandcitizensofaglobalcommunity

成為全球社群中的負(fù)責(zé)任的決策者與公民Tounderstandthewaysinwhichthepastisconnectedtoandshapesthepresentandconstrainsouroptionsinthefuture

瞭解過(guò)去連結(jié)並且形塑現(xiàn)在以及侷限我們未來(lái)選項(xiàng)的方式1.1Whydoeshistoricalunderst1.2Whyisanunderstandingofchangeanddevelopmentimportant?理解變遷與發(fā)展為什麼重要？

Historyisabouthowandwhythingshappenedinhumanaffairsinthepast.Thereforehistoryisabouttime.

歷史是關(guān)於過(guò)去人事中事物如何與為何發(fā)生，因此歷史乃是關(guān)於時(shí)間。Changeisthemeansbywhichweregisterwhathappensovertime.

變遷是我們賴以註明歷時(shí)以來(lái)發(fā)生何事的憑藉。Whatweidentifyasachangedependspartlyonthequestionaskedandpartlyonthetimescaleofthetopicstudied.

我們認(rèn)定什麼是變遷部分取決於所問(wèn)問(wèn)題、部分取決於所研究主題的時(shí)間規(guī)模。1.2Whyisanunderstandingof1.3opportunitiesofferedbyalongtimescaleofstudy

長(zhǎng)時(shí)段研究所提供的機(jī)會(huì)Studyingalongtimescale,ofcenturies,enablesus:

研究數(shù)世紀(jì)的長(zhǎng)時(shí)段使我們能夠：

toseethedeepstructuresandforcesthatshapehumansocietiesovertime,[whatFerdinandBraudelcalledthelongdurée]andwhichareinvisibleifwestudyonlythe“froth”of“l(fā)ittle”storiesaboutthepast;

看到長(zhǎng)時(shí)間形塑人類社會(huì)的深層結(jié)構(gòu)與力量（布勞岱爾所謂長(zhǎng)時(shí)段），如果我們只是研究關(guān)於過(guò)去小故事之泡沫將無(wú)所見(jiàn)者。toevaluatewithstudentsaspectsofchangethatmightnototherwisebeapparent.

與學(xué)生一起評(píng)估那些若非常時(shí)段中可能不明顯的面向。1.3opportunitiesofferedbya1.4Britishstudents’viewsaboutChange

英國(guó)學(xué)生關(guān)於變遷的觀點(diǎn)Studentsknowaboutchangefrompersonalexperienceanddailylife.

學(xué)生從個(gè)人經(jīng)驗(yàn)與日常生活中知道關(guān)於變遷。Theyseechangeasintegraltohistoricalnarratives;itimplies‘before’and‘a(chǎn)fter’asignificanthappening;itsupportsideasofsequence.

他們視變遷為歷史敘事的內(nèi)含部分；它隱含之前與之後是有意義的發(fā)生；它支持序列的理念。Buttheyoftenhaveno

conceptualunderstandingthatchangeisaprocessofcomplexconnectionsandinteractionsthatmakethepastcoherent;

但是學(xué)生常常對(duì)於變遷乃是一使得過(guò)去具一致性之複雜連結(jié)與互動(dòng)的過(guò)程缺乏概念性理解。Thatchangesshouldbeevaluated;變遷應(yīng)當(dāng)被評(píng)估；Thatprogressisnotinevitable.進(jìn)步不是必然的。1.4Britishstudents’viewsa1.5WHYARECHANGEANDDEVELOPMENTHARDCONCEPTSFORBRITISHSTUDENTS?為什麼變遷與發(fā)展對(duì)英國(guó)學(xué)生來(lái)說(shuō)是困難的概念？Historyistaughtasaseriesofunconnectedepisodes,drawnfromdifferenttimesandplaces[e.g.AncientEgypt;EnglishMiddleAges1066-1485;FrenchRevolution1789-1815;SlaveryinAmerica18th-19thcenturies;WorldWarII.]Historyforthemisacollectionoffragmentsand‘little’stories.

歷史被教成一連串來(lái)自不同時(shí)空之無(wú)關(guān)連插曲（像是古代埃及；英格蘭中古時(shí)期1066-1485；法國(guó)大革命1789-1815；十八十九世紀(jì)美國(guó)奴隸制度；二戰(zhàn)）這些的歷史是一些碎片與小故事的集成。Chronologicalknowledgeisoftenmistakenbyteachersfortemporalawareness.Studentsknowdatesbutdonotunderstandhowthingsthathappenwithinagiventimeframecausallyrelatetoeachother;thatdateshavepotentialcausalsignificanceforexplainingchange.編年知識(shí)常被教師誤解為時(shí)間意識(shí)。學(xué)生知道年代日期，但是不瞭解發(fā)生在同一時(shí)間架構(gòu)事物如何因果性地連結(jié)起來(lái)；不瞭解日期具有解釋變遷的潛在因果意義。Students’modelofcausationisbasedonpersonalexperience;theythinkthatsomethinghappensbecausesomebodywantedanddecidedthatitshouldhappen.Causalagentsforlongtermchangesthatareinvisibleunlessviewedwithhindsight,areoutsidetheirdirectexperience.學(xué)生的因果模型奠基於個(gè)人經(jīng)驗(yàn)；他們以為某事發(fā)生是因?yàn)槟橙讼胍驔Q定它該發(fā)生。長(zhǎng)時(shí)段變遷的成因主體非事後聰明來(lái)看否則是不可見(jiàn)的，這點(diǎn)對(duì)學(xué)生來(lái)說(shuō)是超乎他們的直接經(jīng)驗(yàn)。Cognitiveoverloadisoftenaproblem.Teachersoftenconfusequantitywithqualityandtelllotsofinformationtoincreasecomplexity.Thismakesitharderforstudentstoseepatternsandconnections,andtheytendtosimplifybyreducingdatatosinglelinesofdevelopmentinsteadofweavingcomplexandmultistrandedexplanations.認(rèn)知超載經(jīng)常是個(gè)問(wèn)題。教師?；煜|(zhì)與量而說(shuō)出大量資訊想要增加複雜度。這使得學(xué)生更難看出模式與關(guān)連，他們傾向於將資料化約成單一發(fā)展線索來(lái)化約、而不是編織複雜多束的解釋。1.5WHYARECHANGEANDDEVELOP2.Inwhatwaysdostudentsunderstandchangeanddevelopment?學(xué)生以何種方式瞭解變遷與發(fā)展？OurknowledgecomesfromCurriculumProjectdataandcurrentresearch我們的知識(shí)來(lái)自於課程計(jì)畫資料與目前研究:Studentshavedifferinglevelsofcomprehension.學(xué)生有不同層次的領(lǐng)悟。Theirideasaboutchangerelatetohowstudentsseeconnectionswithinthepast,andbetweenthepast,presentandfuture.他們關(guān)於變遷的理念相關(guān)於學(xué)生如何看待過(guò)去之內(nèi)的連結(jié)，以及過(guò)去現(xiàn)在與未來(lái)之間的連結(jié)。Modelofprogressivelevelsofcomplexitywhichcouldinformteachingandassessmentofconceptualunderstandingispossible.能夠幫助形成概念理解之教學(xué)評(píng)量的複雜度進(jìn)程模型是有可能的。Levelsarenotage-related;theydescribedevelopmentalstagesofthinkingthatcanbefoundinstudentsofanyage.層次無(wú)關(guān)乎年紀(jì)；他們是描述可在任何年齡學(xué)生身上找到的思維發(fā)展階段。2.Inwhatwaysdostudentsund2.1Modelofprogression:LEVEL1:Changeiswhensomethinghappens

進(jìn)程模型：第一層：變遷即某事發(fā)生時(shí)Changeisequatedwithanevent.變遷等同於事件。Changejusthappens,fornoparticularreason.變遷發(fā)生無(wú)特殊理由。Thepastiswhenwearenotinthepresent;itis‘not-now’.過(guò)去即我們不在當(dāng)下；它是「非現(xiàn)在」。Mostofthetimeinthepast,nothinghappens;ifsomethingdoeshappen,itisachange.過(guò)去的大多數(shù)時(shí)間中無(wú)事發(fā)生；如果真有事發(fā)生，那就是變遷。Changesarenotconnectedinanyway.變遷與變遷毫無(wú)關(guān)連。Thereisnointernalorganisationorcoherenceinthepast.過(guò)去之中無(wú)內(nèi)在組織亦無(wú)一貫性。2.1Modelofprogression:LEVE2.1.1EXAMPLE:

LEVEL1

實(shí)例：第一層Interviewer:“Whendidchangehappeninthepast?”「過(guò)去之中變遷何時(shí)發(fā)生？」Mary:“Therewaschangewhensomethinghappened,likeabattle.”「某事發(fā)生時(shí)，像是戰(zhàn)役。」Interviewer:”Howwouldabattlemakeachange?”「一場(chǎng)戰(zhàn)役如何造成變遷？」Mary:“Becausesomethinghappened.Ifnothinghappened,therewouldn’tbechange.”「因?yàn)槟呈掳l(fā)生了。如果無(wú)事發(fā)生，不會(huì)有變遷?！?.1.1EXAMPLE:LEVEL1

實(shí)例：第一層2.2LEVEL2:Changeiswhensomethingisdifferent第二層：變遷即某事不一樣了Changeisadescriptionofadifferencebetweentwopointsoftime,-eitherwithinthepast,orbetweenthepastandpresent.變遷是描述兩個(gè)時(shí)間點(diǎn)之間的差異–或者在過(guò)去之中，或者在現(xiàn)在與過(guò)去之間Thepastisatemporalzoneseparatedfromthepresent.過(guò)去是一個(gè)與現(xiàn)在分離的時(shí)區(qū)。Temporalconnectionsassequencesofeventsexistinthepastaslittlestorieswiththeirowndates.作為事件序列的時(shí)間聯(lián)繫在過(guò)去作為有日期之小故事而存在。Temporalconnectionsaretheonlyconnections;thereisnounderstandingoftheconceptofdevelopment.時(shí)間聯(lián)繫是唯一的聯(lián)繫；無(wú)發(fā)展概念的理解。Developmentisconstruedasanincreaseinsizeorscale;somethingisadded;somethinggetsbigger.發(fā)展被理解成尺寸或規(guī)模的增長(zhǎng)；某物被添加；某物變大了。Changeistheoppositeofno-change;itistheoppositeofcontinuity.Ifsomethinghadnothappenedinthepast,wewouldstilltodaybelivingastheydidinthepast.Changeiscomprehensiveanduniversal.Either

everythingchangesoreverythingstaysthesame.變遷是無(wú)變遷的反面；是連續(xù)性的反面。如果某事未發(fā)生於過(guò)去，我們今天還是會(huì)像他們有發(fā)生一樣地活著。變遷是通貫並且普世性的。不是所有事都變遷就是所有事都不變。2.2LEVEL2:Changeiswhenso2.2.1

EXAMPLELEVEL2實(shí)例第二層Interviewer:“Whendidchangehappeninthepast?”變遷在過(guò)去何時(shí)發(fā)生？Tom:“Well,aftertheNormanConquesttherewasadifferentrulerofEngland.”嗯，在諾曼人登陸之後英格蘭統(tǒng)治者不一樣了。Interviewer:“Howdidthatchangethings?”那改變了什麼事呢？Tom:“Well,everythingwouldjustbedifferentbecauseyouhadadifferentruler,differentlawsandtaxesfromwhentheAnglo-Saxonsruled.”嗯，每件事都不一樣了，因?yàn)樽詮陌桓耵斔_克遜人統(tǒng)治，你就有了不同的統(tǒng)治者、法律和稅。2.2.1EXAMPLELEVEL2實(shí)例第二層Int2.3LEVEL3:Changeisageneralisationaboutsignificantdifferences

變遷即關(guān)於顯著差異之通則化Studentscandistinguishbetweendifferencesanddesignatesomeassignificant.Somealterationsinhistory[e.g.infashion]arenotautomaticallysignificantnorstable.學(xué)生能夠區(qū)別差異並且指予某些差異為顯著的。歷史中有些調(diào)整（像是流行）既非自然而然就顯著亦非自然而然就穩(wěn)定。Differencescanbeevaluatedfortheirimpactatthetimeandovertime.差異可以就其當(dāng)時(shí)暨長(zhǎng)時(shí)期影響被評(píng)估。Studentscanmakegeneralisations-whichareessentialformakinghistoricalaccountsandexplanationsofthepast.[Ageneralisationisastatementaboutarelationshiporconnectionbetweentwoormorevariables.]Definingsomethingasa‘change’meansrecognisingthatitisadifferencewhichisstableandlinkedtoanimportantconsequence.學(xué)生能發(fā)揮通則–這對(duì)歷史記述和解釋是不可或缺的。（通則乃是對(duì)兩個(gè)或以上變數(shù)中間關(guān)係或連結(jié)的陳述。）將某事界定為「變遷」意味著認(rèn)定它是一個(gè)穩(wěn)定並且連結(jié)到另一個(gè)重要後果的差異。Therelationshipbetweenthepastandpresentisnowmeaningful;thepresenthaschangedfromthepast.過(guò)去與現(xiàn)在之間的關(guān)係此時(shí)具有意義；現(xiàn)在是由過(guò)去變遷而來(lái)Changeandcontinuitycanco-exist;legacies[orunchangedthings]lastfromthepasttothepresent.。變遷與延續(xù)可以並存；遺產(chǎn)（或者不變的事物）自過(guò)去持續(xù)到現(xiàn)在。2.3LEVEL3:Changeisagener2.3.1EXAMPLE:LEVEL3

實(shí)例：第三層Interviewer:“Whendidchangehappeninthepast?”過(guò)去之中變遷何時(shí)發(fā)生？Jessica:“Well,therewereseveralmajorchangesaftertheNormanConquest.Foronething,therulingclassesspokeinFrench,andnewtypesofcastleswereintroducedandthekingnolongerconsultedhisbaronsbeforemakingadecision.”嗯，諾曼人登陸之後有好幾個(gè)重大變遷。舉一件來(lái)說(shuō)，統(tǒng)治階層說(shuō)法文，新型態(tài)的城堡引進(jìn)，國(guó)王決定事情前不在諮詢他的侯爵們。2.3.1EXAMPLE:LEVEL3

實(shí)例：第三層2.4Level4:Changelooksdifferentoverdifferenttimescales不同時(shí)間規(guī)模下變遷樣貌不同Thetimespansunderreviewaffecttypesofchangeidentified:討論時(shí)段長(zhǎng)短不同影響辨識(shí)出的變遷型態(tài):Transformation:whentheappearanceofsomethingchangesovertimebutthereiscontinuityofcoreprinciplewithinthechangedoutwardform.轉(zhuǎn)變：當(dāng)某事物外貌隨時(shí)間變化，但是改變的外在形式骨子裡仍有核心原則的延續(xù)性。Trend:successionofchangesinaparticulardirection;e.g.Acurveonagraph.趨勢(shì)：變遷朝特定方向接連發(fā)生；像是圖表中的曲線。Turningpoint:shiftindirection;analterationinrateordirectionofchange轉(zhuǎn)捩點(diǎn)：方向轉(zhuǎn)換；比率或變遷方向的調(diào)整。Deadend:achangestartsandthenisstopped困境：變遷開(kāi)始之後停止。Falsedawn:achangewasplanned,butdoesnotmaterialise假曙：計(jì)畫的變遷但並未實(shí)現(xiàn)。Longtimespansareessentialforidentificationandevaluationofthesetypes辨識(shí)並且評(píng)估這些型態(tài)必須就長(zhǎng)時(shí)段考量2.4Level4:Changelooksdiff2.4.1EXAMPLE:LEVEL4實(shí)例：第四層Interviewer:“YousaidtheIndustrialRevolutionwasatimeofchange,Alan.Canyouexplainthattomeplease?”你說(shuō)工業(yè)革命是一個(gè)變遷的時(shí)代，Alan，請(qǐng)你解釋給我聽(tīng)，可以嗎？Alan:“TheIndustrialRevolutionwasimportantbecauseitincreasedthepaceofchangeanditwasaturningpointbecauseitwasthefirsttimeinhistorywhenmencouldgetfiretodotheworkofahorse.Andmanwasnotlimitedbywindandwaterforhispower.Theenergyfromfireandfossilfuelswasavastincreaseinpowerandagreatleapforward.”工業(yè)革命重要是因?yàn)樗铀僮冞w，是轉(zhuǎn)捩點(diǎn)因?yàn)槭飞系谝淮稳四苡没鸫骜R力。人的能源不再受限於風(fēng)力和水力。火力和化石燃料能源動(dòng)力大量增進(jìn)，是一個(gè)大躍進(jìn)。2.4.1EXAMPLE:LEVEL4實(shí)例：第四層2.5LEVEL5:Developmentiswhenchangesarelinked發(fā)展即諸變遷聯(lián)繫時(shí)Recognitionthatchangeisaprocessandaseriesofchangescanbeconnected;肯認(rèn)變遷乃是一過(guò)程、一系列可被聯(lián)繫起來(lái)的變遷Thatalineofdevelopmentdescribesandexplainsaseriesofinterconnectedchanges;一條發(fā)展線索描述並且解釋一系列相互連結(jié)的變遷Aseriesoflinkedchangeshasadirectionthatismeaningful;一系列連結(jié)的變遷具被一個(gè)有意義的方向Multiplelinesofdevelopmentwithinthesameoroverlappingtimeframesarepossible,buttheydonotinteract;在同一或重疊的時(shí)間架構(gòu)中的多線發(fā)展是可能的，但是他們並不互動(dòng)。Linesofdevelopmenthaveproducedthepresent;thepresentthatweknowwasinevitable.諸發(fā)展線索生產(chǎn)出了現(xiàn)在；如我們所知的現(xiàn)在是必然的。2.5LEVEL5:Developmentisw2.5.1EXAMPLE:

LEVEL5實(shí)例：第五層Interviewer:“InwhatwayswastheIndustrialRevolutionarevolution,Jenny?”「Jenny,工業(yè)革命何以稱得上革命？」Jenny:“Well,itwasreallynotonebutawholeseriesofrevolutionsandoneledtoanother.Ifwehadn’thadthesteamengine,noonewouldhaveinventedtheinternalcombustionenginewhichledtothecarandtheaeroplane,andjetenginestoday.”嗯，其實(shí)那不是單一而是一整個(gè)系列、一個(gè)接著一個(gè)的革命。如果沒(méi)有蒸氣機(jī)，就不會(huì)有人發(fā)明內(nèi)燃機(jī)、以及接之而來(lái)的汽車、飛機(jī)和今日噴射引擎。2.5.1EXAMPLE:LEVEL5實(shí)例：第五層2.6LEVEL6:Changegeneratespossibilities

第六層：變遷產(chǎn)生可能性Linesofdevelopmentinteracttocreatesetsofconditionsparticulartotimeandplace諸發(fā)展線索互動(dòng)創(chuàng)造出特定時(shí)空的多組條件Achangeinanysinglelinewillimpactonotherlinesandonoutcomesofinteractionsbetweenthem單一線索中的變遷將影響其他線索以及諸線索之間互動(dòng)的後果。Thecurrentpresentisnolongerseenastheinevitableresultofthepast;alternativepresent(s)werepossible現(xiàn)在的當(dāng)下不再被視為過(guò)去不可避免的結(jié)果；另類的現(xiàn)在（或諸種現(xiàn)在）是可能的。Linesofdevelopmentprovidetrajectoriesintopossiblefutures;past,presentandfutureareconnected,butnotpredetermined.發(fā)展線索提供了進(jìn)入諸多可能未來(lái)的軌跡；過(guò)去現(xiàn)在與未來(lái)是連結(jié)的，但不是預(yù)先決定的。2.6LEVEL6:Changegenerates2.6.1EXAMPLE:LEVEL6實(shí)例：第六層Interviewer:“InwhatwayswastheIndustrialRevolutionarevolution,Martin?”「Martin,工業(yè)革命何以稱得上革命？」Martin:“Well,itchangedsomuch-transport,steamengines,factories-anditmadethegreatEuropeanempirespossible,andthegrowthinpopulation.IfwehadnothadtheIndustrialrevolution,somuchmoderntechnology-engineeringandscientificdevelopments-wouldnothavehappenedandourpresentworldwouldbesodifferent.”嗯，它改變了許多事–運(yùn)輸、蒸氣機(jī)、工廠–並使得偉大的歐洲帝國(guó)成為可能，人口成長(zhǎng)。若無(wú)工業(yè)革命，許多現(xiàn)代技術(shù)–工程學(xué)和科學(xué)發(fā)展—都不會(huì)發(fā)生，我們的現(xiàn)在將大大不同。2.6.1EXAMPLE:LEVEL6實(shí)例：第六層I3.Implicationsforteachingchangeanddevelopment教授變遷與發(fā)展的涵義DataaredrawnfromBritishexperienceandmaynotberelevantatallforTaiwan由英國(guó)經(jīng)驗(yàn)取得的資料，不過(guò)可能與臺(tái)灣完全不相關(guān)InBritain,thereisofficialrecognitionoftheproblemsinhistoricalunderstandingarisingfromafragmentedcurriculum在英國(guó)，公認(rèn)有一個(gè)出自於零碎學(xué)程造成的歷史理解問(wèn)題Noradicalactionhasyetbeenproposedbygovernment,butresearchactivityhasproducedthefollowingideas.政府尚未提出根本的行動(dòng)，但是研究活動(dòng)以經(jīng)生產(chǎn)出下列理念。3.Implicationsforteachingc3.1STRATEGIESFORHELPINGSTUDENTSUNDERSTANDCHANGE

幫助學(xué)生理解變遷的策略Provideastructureagainstwhichstudentscanregisterandmonitorchangesovertime提供一個(gè)結(jié)構(gòu)，學(xué)生可以據(jù)之以登記並監(jiān)控歷時(shí)變遷Recursiveteachinginwhichstudents’understandingisexpandedbyrevisitingpreviousmaterial-ratherthanbyaddinglotsofnewdata.重複教學(xué)，透過(guò)重訪之前的材料，而不是加入大量新資料來(lái)擴(kuò)大學(xué)生的理解Provideasynopticoverviewattheendoftheunitofwork在單元結(jié)尾時(shí)提供題綱式概述Teachstudentsaboutgeneralisationsandhowtoformthem教導(dǎo)學(xué)生關(guān)於通則化以及如何形成通則3.1STRATEGIESFORHELPINGSTU3.2ASTRUCTUREORHISTORICALFRAMEWORK一個(gè)結(jié)構(gòu)或歷史的架構(gòu)Anhistoricalframeworkwith一個(gè)歷史性的架構(gòu)具有:Keyquestionsandthemestoprovideascaffolding提供鷹架的關(guān)鍵問(wèn)題與主題;Alongtimespan;thelongerthebettertoserveasacontextforanytopic;長(zhǎng)時(shí)段；越常越好，可作為任何課題的脈絡(luò)；Anoverview,taughtasawhole,fast,inasinglelesson,atthebeginningofaunitofwork;題綱，整全地教授，迅速，一堂課裡，單元開(kāi)始時(shí)；canhelpstudentsidentifyandevaluatechange如上架構(gòu)可以幫助學(xué)生辨識(shí)和評(píng)估變遷3.2ASTRUCTUREORHISTORICAL3.3RECURSIVETEACHING重複教學(xué)Revisitingthesamestoryandsourcesprovidesopportunitiesto:重訪相同故事與史料以便提供機(jī)會(huì)去：Consolidateandexpandstudents’understandingofexistingknowledge穩(wěn)固並擴(kuò)展學(xué)生現(xiàn)有知識(shí)的理解Identifypatternsofchange辨識(shí)出變遷模式Focuslearningontheconstructionoflinesofdevelopment將學(xué)習(xí)聚焦於建構(gòu)諸發(fā)展線索Growthinunderstandingwithoutgrowthinvolumeofinformationtobecoordinatedatanyonetimebystudents理解成長(zhǎng)但學(xué)生一次必須整合的資訊數(shù)量沒(méi)有增加3.3RECURSIVETEACHING重複教學(xué)Re3.4SYNOPTICOVERVIEW題綱概述Asynopticoverviewshouldbetaughtattheendoftheunitofworkinordert