TheConceptsofXue,WenandSiByCharleneTanCONTENTS01Background02Lead-in03Overview04ExploringtheText05Summary06CriticalReading07ExtendedLearningBACKGROUND011Abouttheauthor2Aboutthebook(1)Abouttheauthor:DrCharleneTanisaSingaporeanresearcher,authorandeducator.ShewasanassociateprofessorattheNationalInstituteofEducation,NanyangTechnologicalUniversity(Singapore)andsubsequentlyatenuredprofessorofeducationattheUniversityofHongKong.Herresearchfocusesoneducationalphilosophy,policyandleadershipinAsia,withaparticularinterestinclassicalChinesethought.Shehaspublishedover200books,journalarticlesandbookchapters./profile/Charlene-Tan-1201BACKGROND(2)Aboutthebook:ThispassageisextractedfromCharleneTan’sbookConfucius,publishedin2014byBloomsburyAcademic.CharleneTan'stextoffersacoherentaccountofConfucius'educationalthoughtanditsimplicationsforthemodernworld.ArguingthatConfuciusismorethananancientmasterwhoemphasisedtradition,rote-learningandteacher-centredness,TanportraysConfuciusasaprogressiveeducatorwhochallengedthesocialnormsofhistimeandtransformedthenatureofteachingandlearninginChinaandbeyond.01BACKGRONDLEAD-IN021Commentonthequotes2Answerquestions(1)Readthefollowingquotesoneducation,doyouagreewiththem?

“Educatingthemindwithouteducatingtheheartisnoeducationatall.” –Aristotle“Educationisnotpreparationforlife;educationislifeitself.” –JohnDewey“Educationiswhatremainsafteronehasforgottenwhatonehaslearnedinschool.”–AlbertEinstein02LEAD-IN(2)Answerthequestions:

1.Doyouknowanygreateducators?Whataretheirideasabouteducation?2.Whatisthegoalofeducation?

Whatshouldbetaughtorlearned?02LEAD-INOVERVIEW031Mainidea2Organizationpattern3TextstructureTheConceptsofXue,WenandSi(1)Mainidea:

ThisselectedpassageexploresConfucius’ideaofeducation,whichinvolves“bringingup”(learning/xue,culture/wen),“l(fā)eadingforth”(thinking/si),and“providinghumanexperiences”.It'smorethanschooling,andfocusesonstudent-centeredlearning,withteachersteachingwithoutdiscrimination.03OVERVIEWThetextfollowsatopicalorganizationpattern.ItbeginsbyintroducingConfuciusasaneducatoranddefiningeducationinthecontextofChineseandEnglishetymology.Then,itdelvesintodifferentaspectsofConfucianeducation:“bringingup”(learningandculture),“l(fā)eadingforth”(thinking),and“providingatotalityofhumanexperiences”.Eachaspectisexploredindetail,discussingrelatedconcepts,principles,andtheroleofteachersandrolemodels,allcenteredonConfucius'educationalideas.(2)OrganizationpatternAtopicalpatternarrangesinformationaccordingtodifferentsub-topicswithinalargertopic,orthe"types"ofthingsthatfallwithinalargercategory.Usingthispattern,each"type"representsamainsectionofinformation.Atopicalstructureinvolves

dividingyourcentralideaintotopiccategoriesorsub-topicsthatsurroundthemaintopic.Youshoulddevoteroughlythesameamountoftimetoeachcategoryandeachcategoryshouldbedistinctfromeachother.Thinkoftopicalorganizationasasetofboxes,bins,ordrawers.Topicalorganizationpatternpara.5-8:

Educationas“bringingup:Learning(xue)andculture(wen)”’para.1-4:Introductiontothedefinitionofeducationpara.12-15:Educationas“providingatotalityofhumanexperiences”

’para.9-11:

Educationas“l(fā)eadingforth:Thinking(si)”’(3)TextstructureEXPLORINGTHETEXT041Understandingdetails2Sentenceanalysispara.1-4:Readthispartandfillintheblankswithkeyinformationfromthetext(1)Understandingdetailspara.5-8:readthispartandfillintheblankswithkeyinformationfromthetext(1)Understandingdetailspara.9-11:readthispartandfillintheblankswithkeyinformationfromthetext(1)understandingdetailspara.12-15:readthispartandfillintheblankswithkeyinformationfromthetext(1)understandingdetails(2)

sentenceanalysis(1)ThathumanbeingsresponddifferentlytowardslearningandconsequentlyobtaincontrastingresultsleadsConfuciustoconcludethathumanbeingsare“similarinnaturebutdifferasaresultofpractice”.Sentencestructure:Thisisacomplexsentence.“Thathumanbeingsresponddifferentlytowardslearningandconsequentlyobtaincontrastingresults”isthesubjectofthesentence.“l(fā)eads”isthemainverb.Overallmeaning:TheentiresentenceisusedtoexplainhowConfuciusarrivedataparticularviewofhumannaturebasedontheobserveddifferencesinpeople'slearningbehaviorsandoutcomes.Ithighlightstheideathatwhilehumanshaveanunderlyingcommonnature,itistheirengagementinvariouspractices(suchaslearning)thatdifferentiatesthemfromoneanother.(2)

Theneedforactivereflectionthatguidesone'sexerciseofdiscretionandjudgment

explainswhyajunziispraisedfor“notbeinginflexibleinlearning”,

andfor“going

withwhatisappropriate”.SentenceStructure:Thisisacomplexsentence.Itcontainsamainclauseandasubordinateclause.Themainclauseis“Theneedforactivereflectionthatguidesone'sexerciseofdiscretionandjudgmentexplains,”andthesubordinateclauseis“whyajunziispraisedfor'notbeinginflexibleinlearning',andfor'goingwithwhatisappropriate'.”O(jiān)verallmeaning:ThesentenceisdiscussingtheimportanceofactivereflectioninthecontextofConfucianphilosophy.Itsuggeststhattheneedforthiskindofreflectioniswhataccountsforthepraisebestoweduponajunzi.Thequalitiesofnotbeinginflexibleinlearningandgoingwithwhatisappropriateareseenaspositiveattributes,andactivereflectionistheunderlyingfactorthatenablesapersontopossessthesequalities.ThisreflectstheConfucianbeliefintheimportanceofthoughtfulnessandadaptabilityinone'sactionsandlearningprocesses.SUMMARY051gapfillingcompletethesummaryofthetext:ThearticlebyCharleneTanexploresConfucius'educationalphilosophy,emphasizinghisbeliefin_______________teachingandthedualaspectsofeducationas“instruction”and“nurture”.Itdefineseducationasaholisticprocessthatgoesbeyond_______________,incorporatingnon-formalandinformallearningthroughdailyinteractions.Thearticlehighlightstheimportanceof“xue”(learning)and“wen”(culture),withlearningbeinga________________essentialforachieving“ren”(benevolence).Itoutlinesfourkeycharacteristicsofculture,includingabroad-based_________,thelearningof“sixarts”,thebalancebetweenculturalrefinementand____________,andtherestraintofculturalrefinementby“l(fā)i”(normativebehaviors).Thearticlealsodiscusses“si”(thinking),whichisintegraltolearningandunderstanding,andtheimportanceofprovidingstudentswithatotalityofhumanexperiencesthrough_________,teacherinteraction,andlearningfrom___________.Confuciusadvocatesforactiveparticipationandpersonalengagementinlearning,opposing_____________andpromotingastudent-centeredapproach.completethesummaryofthetext:ThearticlebyCharleneTanexploresConfucius'educationalphilosophy,emphasizinghisbeliefinnon-discriminatoryteachingandthedualaspectsofeducationas“instruction”and“nurture”.Itdefineseducationasaholisticprocessthatgoesbeyondformalschooling,incorporatingnon-formalandinformallearningthroughdailyinteractions.Thearticlehighlightstheimportanceof“xue”(learning)and“wen”(culture),withlearningbeingalifelongpursuitessentialforachieving“ren”(benevolence).Itoutlinesfourkeycharacteristicsofculture,includingabroad-basedcurriculum,thelearningof”sixarts”,thebalancebetweenculturalrefinementandbasicquality,andtherestraintofculturalrefinementby“l(fā)i”(normativebehaviors).Thearticlealsodiscusses“si”(thinking),whichisintegraltolearningandunderstanding,andtheimportanceofprovidingstudentswithatotalityofhumanexperiencesthroughapplication,teacherinteraction,andlearningfromrolemodels.Confuciusadvocatesforactiveparticipationandpersonalengagementinlearning,opposingrotelearningandpromotingastudent-centeredapproach.CRITICALREADING061discussion2reflection(1)

discussionHowdoyouunderstandthedefinitionofeducation—“Educationreferstobringingupandleadingforthapersoninone’sthoughts,feelingsandactionsinaccordancewithlithroughprovidingatotalityofhumanexperiences”?

Do

youagreewiththeauthor’sdefinition?Whataretherespectiveformsandfunctionsofformalandnon-formaleducation?Shareyourexperienceandideas.Howmuchdoyouknowaboutthe“sixarts”typicallylearnedbystudentsinancientChina?Howaretheydifferentfromorsimilartomoderncurriculum?(2)reflectionWhatisyourunderstandingabouttheaimsormeaningofeducation?thinkaboutthefollowingquestionsandformyourownudnerstanding.Istheprimarygoalofeducationtoimpartabroadrangeofknowledgeortodevelopspecificpracticalskillsthatcanbedirectlyappliedintherealworld?Shouldthecorepurposeofeducationbetodevelopcriticalthinkingandproblem-solvingabilitiesthatenablestudentstonavigatecomplexandambiguoussituations,ratherthanjustacquiringfactualknowledge?Giventherapidpaceoftechnologicaladvancement,howshouldthegoalsofeducationevolvetopreparestudentsforafuturewheremanyjobsandindustriesmaynotyetexist,andwheretheabilitytolearnandadapttonewtechnologiesiscrucial?Isthemainpurposeofeducationtopreparestudentsforspecificcareersandimmediateemployment,orshoulditfosteraloveforlearningandtheabilitytoadapttonewknowledgeandskillsthroughoutlife?Howcaneducationbothpreserveandtransmitculturalheritageandvalueswhilealsoencouragingcreativity,innovation,andtheabilitytoadapttoarapidlychangingworld?EXTENDED

LEARNING071Democracy&Education2TaxonomyofEducationalObjectivesTheGlobalAchievementGap3Democracy&Education:JohnDeweyThisseminalworkinthefieldofeducationaltheorywaspublishedin1916andhassincebeenafoundationaltextforeducatorsandphilosophersalike.In"DemocracyandEducation,"JohnDeweyexplorestheroleofeducationinademocraticsociety.Hearguesthateducationisnotjustaboutpreparingindividualsforadultlife;rather,itisafundamentalpartoflifeitself.Deweyemphasizestheimportanceoflearningthroughexperienceandthesocialnatureofeducation,suggestingthatschoolsshouldbecentersofcommunitylifewherestudentscanactivelyengagewiththeworldaroundthem.Publishedin1956,thisbookintroducedasystematicframeworkforcategorizingeducationalgoalsandobjectives.Bloom,alongwithhiscollaborators,developedataxonomythathashadaprofoundimpactoncurriculumdesign,instructionalstrategies,andassessmentineducation.Thetaxonomyisorganizedintothreemaindomains:Cognitive,Affective,andPsychomotor.Volume1focusesontheCognitiveDomain,whichisfurtherdividedintosixlevelsoflearning,rangingfrombasicknowledgeandcomprehensiontomorecomplexskillssuchasapplication,analysis,synthesis,andevaluation.TaxonomyofEducationalObjectivesVol1:thecognitivedomain

—BenjaminBloom

TheGlobalAchievementGap:WhyEvenOurBestSchoolsDon'tTeachtheSkillsOurChildrenNeed—andWhatWeCanDoAboutIt）—TonyWagnerInTheGlobalAchievementGap,educationexpertTonyWagnersituatesourschoolproblemsinthelargercontextofthedemandsoftheglobalknowledgeeconomy.Uncoveringwhatmotivatestoday’sgenerationtoexcelinschoolandtheworkplace,Wagnerexploresnewmodelsofschoolsthatareinspiringstudentstosolvetoughproblemsandcommunicateathighlevels.Aneducationmanifestoforthe21stcentury,TheGlobalAchievementGapisamust-readforanyoneinterestedinseeingouryoungpeopleachievetheirfullpotential,whilecontributingtoastrongeconomyandvibrantdemocracy.THANKYOU!WhatMakesaGoodTeacher?ByRobertE.Slavin

目錄IBackgroundIILead-inIIIOverviewIVExploringtheTextVSummaryVICriticalReadingVIIExtendedLearningIBackgroundAbouttheauthorRobertE.SlavinRobertE.Slavinisadistinguishededucationalpsychologistknownforhisextensiveresearchandpublications.Hisworkfocusesonapplyingtheoriesofeducationalpsychologytopracticalteachingscenarios.Slavinhasauthorednumerousarticlesandbooks,including"EducationalPsychology:TheoryintoPractice"and"CooperativeLearning:Theory,Research,andPractice."Hisresearchconcentratesontranslatingeducationalpsychologytheoriesintoeffectiveteachingpractices.IBackgroundAboutEducationalPsychology:TheoryintoPractice

EducationalPsychology:TheoryintoPracticebyRobertE.Slavinisawidelyrecognizedtextbookinthefieldofeducationalpsychology.Itprovidesacomprehensiveoverviewofthetheoriesandprinciplesofeducationalpsychologyandhowtheycanbeappliedinreal-worldteachingsituations.Thebookisdesignedtohelpeducatorsunderstandthepsychologicalaspectsofteachingandlearning,enablingthemtocreateeffectivelearningenvironmentsandstrategies.Itservesasanessentialresourceforpre-serviceandin-serviceteachers,aswellasanyoneinterestedinunderstandingthepsychologicalfoundationsofeducation.Inyouropinion,whatmakesagoodteacher?II.Lead-inquestionPossibleQualitiesknowledgeable 知識(shí)淵博的passionate 熱情的patient 有耐心的humor 幽默的empathetic 有同理心的adaptable 適應(yīng)性強(qiáng)的motivational 激勵(lì)性的ethical 道德高尚的effectivecommunicator 有效溝通者lifelonglearner 終身學(xué)習(xí)者II.Lead-inDiscussionDoyouenjoybeingateacher?Whatistheimpactofmemorableteachers?0102DiscussionPossibleImpactofmemorableteachersTheyoftenserveasinspiringrolemodels,influencingstudents'attitudesandaspirations.InspiringrolemodelsMemorableteachersleavealastingimpactonstudents'learningexperiencesthroughtheiruniqueteachingmethods.LastingimpressionIII.OverviewMainIdeaWhilepersonalqualitiessuchaswarmth,enthusiasm,andcaringareimportantforteachers,theabilitytoeffectivelyteachrequiresacombinationofsubjectmatterknowledgeandteachingskills.Effectiveteachinginvolvesnotjustknowingthecontentbutalsobeingabletocommunicateitclearlyandengagestudentsthroughvariousstrategies.Additionally,thearticleemphasizesthatgoodteachingcanbelearnedandisnotsolelyaninnatetalent,asitinvolvesunderstandingandapplyingprinciplesofeffectiveinstruction.OrganizationPatternAnalysisOrganizationpatternofpresentationIntroduction:QuestioningtheessenceofgoodteachingThepresentationbeginsbyposingthefundamentalquestionofwhatconstitutesagoodteacher.0102Body:FocusingonsubjectmatterandteachingskillsThebodyofthepresentationdelvesintotheimportanceofsubjectknowledgeandthemasteryofteachingskills.QualitiesandskillsofgoodteachersGoodteacherspossesspersonalqualitieslikewarmthandenthusiasmthatmakethemapproachableandengaging.Theyareabletocommunicateknowledgeclearlyandfacilitatelearningeffectively.WarmthandenthusiasmEffectivecommunicationComparisonofsubjectmatterknowledgeandteachingskillsTeachersneedtohaveadeepunderstandingoftheirsubjectmatterbeyondjustbeingawalkingencyclopedia.SubjectmatterknowledgeEffectiveteachingrequiresnotonlysubjectknowledgebutalsotheabilitytotransmititthroughvariousteachingstrategies.TeachingskillsMainideaofeffectiveteaching01Effectiveteachingrequiresablendofteacher'spersonalattributes,subjectexpertise,andpedagogicalabilities.Combinationofpersonalqualities,knowledge,andskills02Theabilitytocommunicateknowledgeeffectivelyiscrucialforteachers,beyondjusthavingsubjectmatterexpertise.CommunicationasavitalteachingskillConclusion:Emphasizingtheimportanceofpersonalqualitiesandteachingskills.Theconclusionhighlightsthatbothpersonalqualitiesandteachingskillsareessentialforeffectiveteaching.IV.ExploringtheTextParagraph101

Body:Pragraphs2-802Conclusion:Paragraphs9-1003IV.ExploringtheTextPart1:Paragraph1Whataboutleadership,enthusiasm,acontagiousloveoflearning,andspeakingability?領(lǐng)導(dǎo)力、熱情、熱愛(ài)學(xué)習(xí)的感染力，以及出色的口頭表達(dá)能力呢？contagious

adj.

傳染的、有感染力的Theteacher'sloveforlearningwascontagious,inspiringstudentstoexplorenewtopics.老師對(duì)學(xué)習(xí)的熱愛(ài)具有感染力，激勵(lì)學(xué)生們探索新話題。IV.ExploringtheTextPart2:Paragraphs2-8Aranchermayhaveagoodideaofhowahorseissupposedtoactandwhatahorseissupposedtobeabletodo,butifhedoesn’thavetheskillstomakeanuntrained,scared,andunfriendlyanimalintoagoodsaddlehorse,he’sgoingtoendupwithnothingbutbrokenribsandteethmarksforhistroubles.一個(gè)牧場(chǎng)主可能很清楚馬應(yīng)該如何表現(xiàn)以及馬應(yīng)該能夠做什么，但如果他沒(méi)有將一匹未經(jīng)訓(xùn)練、受驚害怕的且不友好的動(dòng)物變成一匹坐騎的技能，他最終只會(huì)得到肋骨斷裂和被馬咬傷的下場(chǎng)。IV.ExploringtheTextChildrenarealotsmarterandalittlemoreforgivingthanhorses,butteachingthemhasthisincommonwithteachinghorses:knowledgeofhowtotransmitinformationandskillsisatleastasimportantasknowledgeoftheinformationandskillsthemselves.孩子們比馬聰明得多，也比馬更寬容一些，但教他們與教馬有一個(gè)共同點(diǎn)：傳授信息和技能的知識(shí)至少與信息和技能本身的知識(shí)同等重要。transmitv.

傳遞、傳達(dá)IV.ExploringtheTextForeffectiveteaching,subjectmatterknowledgeisnotaquestionofbeingawalkingencyclopedia.Effectiveteachersnotonlyknowtheirsubjects,buttheycanalsocommunicatetheirknowledgetostudents.對(duì)于有效的教學(xué)而言，學(xué)科知識(shí)并非意味著要成為一部活百科全書。優(yōu)秀的教師不僅了解他們的學(xué)科，而且能夠?qū)⒅R(shí)傳授給學(xué)生。encyclopedia

n.百科全書Escalante’sabilitytorelatetheabstractconceptofpositiveandnegativenumberstohisstudents’experienceisoneexampleofhowtheabilitytocommunicateknowledgegoesfarbeyondsimplyknowingthefacts.埃斯卡蘭特將抽象概念“正數(shù)和負(fù)數(shù)”與學(xué)生的生活經(jīng)驗(yàn)聯(lián)系起來(lái)的能力，是溝通知識(shí)能力的一個(gè)例子，這表明溝通知識(shí)的能力遠(yuǎn)遠(yuǎn)超出了僅僅知道事實(shí)本身。IV.ExploringtheTextIV.ExploringtheTextEffectiveinstructionisnotasimplematterofonepersonwithmoreknowledgetransmittingthatknowledgetoanother.Obviously,tellingisnotteaching.Rather,effectiveinstructiondemandstheuseofmanystrategies.有效的教學(xué)并非僅僅是具備更多知識(shí)的人將知識(shí)傳遞給另一個(gè)人這樣簡(jiǎn)單。顯然，單純地講述并不等同于教學(xué)。相反，有效的教學(xué)需要運(yùn)用多種策略。IV.ExploringtheTextThelessonsshouldalsotakeintoaccounttheintellectualandsocialcharacteristicsofstudentsinthefourthgradeandtheintellectual,social,andculturalcharacteristicsoftheseparticularstudents.課程還應(yīng)考慮四年級(jí)學(xué)生的智力和社會(huì)特征，以及這些特定學(xué)生的智力、社會(huì)和文化特征。takesth.intoaccount

考慮、顧及IV.ExploringtheTextThesetasks—motivatingstudents,managingtheclassroom,assessingpriorknowledge,communicatingideaseffectively,takingintoaccountthecharacteristicsofthelearners,assessinglearningoutcomes,andreviewinginformation—mustbeattendedtoatalllevelsofeducation,inoroutofschools.這些任務(wù)——激勵(lì)學(xué)生、管理課堂、評(píng)估先備知識(shí)、有效傳達(dá)思想、考慮學(xué)習(xí)者的特征、評(píng)估學(xué)習(xí)成果以及復(fù)習(xí)信息——必須在所有教育層次中予以關(guān)注，無(wú)論是在學(xué)校內(nèi)還是學(xué)校外。motivatev.使……有動(dòng)機(jī)，激發(fā)IV.ExploringtheTextWarmth,enthusiasm,andcaringareessential,asissubjectmatterknowledge.Butitisthesuccessfulaccomplishmentofallthetasksofteachingthatmakesforinstructionaleffectiveness.熱情、活力和關(guān)懷是必不可少的，學(xué)科知識(shí)也是如此。然而，正是成功完成所有教學(xué)任務(wù)，才構(gòu)成了教學(xué)的有效性。IV.ExploringtheTextPart3:Paragraphs9-10Outstandingteacherssometimesseemtohaveamagic,acharisma,thatmeremortalscouldneverhopetoachieve.杰出的教師有時(shí)似乎擁有一種魔力、一種魅力，普通人似乎永遠(yuǎn)無(wú)法企及。charisman.

魅力、感召力IV.ExploringtheTextAnoutstandingteacherdoesnothingthatanyotherteachercannotalsodo—itisjustaquestionofknowingtheprinciplesofeffectiveteachingandhowtoapplythem.一位杰出的教師所做的任何事情，其他教師也都能做到——關(guān)鍵在于了解有效教學(xué)的原則以及如何運(yùn)用這些原則。IV.ExploringtheTextButtheteacherissimplyapplyingprinciplesofclassroommanagementthatanyonecouldlearn:maintainmomentuminthelesson,dealwithbehaviorproblemsbyusingthemildestinterventionthatwillwork,andresolveminorproblemsbeforetheybecomemajorones.但教師只是在運(yùn)用任何人都可以學(xué)會(huì)的課堂管理原則：保持課程的連貫性，用最溫和且有效的干預(yù)方式處理行為問(wèn)題，并在小問(wèn)題變成大問(wèn)題之前解決它們。V.SummaryPleasewritea200-wordsummaryofthearticle.ForreferenceThearticle"WhatMakesaGoodTeacher?"byRobertE.Slavinexploresthemultifacetednatureofeffectiveteaching.Itbeginsbyacknowledgingthecommonbeliefthatqualitiessuchaswarmth,humor,andcaringareimportantforgoodteachers.However,Slavinemphasizesthatthesealoneareinsufficient.Thearticlehighlightsthenecessityofsubjectmatterknowledgeandtheabilitytocommunicatethisknowledgeeffectivelytostudents.Usingthemetaphorofteachingahorse,Slavinillustratesthatwhileknowledgeofthesubjectiscrucial,theskillofimpartingthatknowledgeisequallyimportant.Effectiveteachinginvolvesarangeoftasks,includingmanagingtheclassroom,assessingstudents'priorknowledge,engagingtheminactivities,andensuringtheyaremotivatedtolearn.Thearticlealsoaddressesthemisconceptionthatgoodteachingisaninnatetalent,arguinginsteadthatitisasetoflearnableskillsandbehaviors.Slavinconcludesthatgoodteachingcanbetaughtandmustbeobservedandpracticedtobemastered.Thisperspectivechallengesthenotionofthe"bornteacher"andsupportstheideathatwiththerightprinciplesandapplication,anyonecanbecomeaneffectiveeducator.Dividetheclassintogroupsof4-5.Eachgroupisassignedoneofthecriticalthinkingquestions.Theyhave5minutestodiscussandcomeupwithalistofpoints.Then,somegroupsareinvitedtopresenttheirideastotheclass,andothergroupscanaskquestionsorprovideadditionalinsights.VI.CriticalReading+ReflectionDiscussionquestions1.Whatarethemainargumentspresentedbytheauthor?2.Howdoestheauthorsupporttheseargumentswithexamples?3.Doyouagreeordisagreewiththeauthor'sviews?Why?4.Whatimplicationsdoesthearticlehaveforteachingpractices?5.ThetextispartofalongerpassagefromEducationalPsychology.Whatdoyouthinkthenextsectionfollowingthepartthatyoureadmightbeabout?ReflectionWhatIhavelearntfromtextAWhatIwanttoknowfutherMainpoints

Details

Finishthefollowingchartaccordingtoyourunderstandingofwhatmakesagoodteacher.VII.ExtendedLearning

TEDSpeechAllittakesis10mindfulminutesbyAndyPuddicombeDescription:AndyPuddicombe,amindfulnessexpert,discussesthetransformativepoweroftakingjust10minutesadaytobemindfulandexperiencethepresentmoment.Thistalkcanhelpeducatorsunderstandtheimportanceofmindfulnessinreducingstressandimprovingfocus,whichcanenhanceteachingeffectiveness./video/BV1QJ411r73b/1.TheFirstDaysofSchool:HowtoBeanEffectiveTeacher

byHarryK.WongandRosemaryT.Wong:Thisbookisacomprehensiveguideforeducatorslookingtocreateapositiveandeffectivelearningenvironmentintheirclassrooms.Itprovidespracticaladviceonhowtoestablishclassroomroutines,managestudentbehavior,andbuildstrongteacher-studentrelationships.Theauthorsemphasizetheimportanceofsettingclearexpectationsandcreatingasupportiveandengagingatmosphereforbothteachersandstudents.Withitspracticaltipsandinsightfulguidance,thisbookhasbecomeago-toresourceforeducatorsatalllevels,offeringvaluableinsightsandstrategiesforcreatingasuccessfulandproductivelearningenvironment.RecommendedReadingRecommendedReading2.TeachLikeaChampion3.0byDougLemovThisbookfostersstudentaccountability,classroomroutines,andgivesteachersavarietyofstrategiestoholdastrongandengagedclassroom.Itisatopchoiceforteacherslookingtomaximizesuccessintheclassroom.Lemov’sbookisbasedontheideathateffectiveteachingisasetoflearnableskills.Heprovidesconcretetechniquesforeverythingfromsettinghighexpectationstomanagingtransitionsbetweenactivities.Oneofthekeytakeawaysfromthisbookistheimportanceofbuildingrelationshipswithstudentsandcreatingacultureofrespectandtrustintheclassroom.ThankYouMultipleEntryPointstoUnderstandingHowardGardner目錄IBackgroundIILead-inIIIOverviewIVExploringtheTextVSummaryVICriticalReadingVIIExtendedLearningIBackgroundInformationHowardGardnerisarenownedpsychologistwhodevelopedthetheoryofmultipleintelligences.Hisworkhashadasignificantimpactoneducation,challengingtraditionalviewsofintelligenceandemphasizingthediversityofhumancognitiveabilities.Gardner'sresearchhasledtoabroaderunderstandingofhowindividualslearnandhasinfluencededucationalpracticesaroundtheworld.AbouttheAuthorBackgroundInformationAbouttheTopicThetopicofthisarticleismultipleentrypointstounderstandingineducation.Itexplorestheideathatstudentshavedifferentlearningstylesandintellectualconfigurations,andthatteachingshouldbeadaptedtothesedifferences.Thearticlearguesthatbyusingmultipleentrypoints,suchasnarration,logic,quantification,andaesthetics,teacherscanhelpstudentsdevelopadeeperunderstandingofcomplexconceptsandavoidstereotypicalthinking.IILead-inInyourownlearningexperience,haveyounoticedthatyouoryourclassmateshavedifferentwaysofunderstandingandapproachingnewknowledge?Howdoyouthinktraditionalteachingmethodsmightbelimitingforstudentswithdiverselearningstyles?DiscussionQuestionsIIIOverviewMainIdeaThearticleemphasizestheimportanceofrecognizingindividualdifferencesinlearningandproposesthatanyrichtopiccanbeapproachedthroughatleastsevendifferententrypointscorrespondingtomultipleintelligences.Byusingthesemultipleentrypoints,