1、Active Learning 積極主動(dòng)的學(xué)習(xí),“將積極主動(dòng)的學(xué)習(xí)更多的投入到加強(qiáng) 方法和技巧性的發(fā)展中，而不只是知 識(shí)信息的傳輸” “Active learning puts more emphasis on process and skill development than on transmission of information”,討論: 3 分鐘想你的老師:,第一組: “不好” 的老師有什么特點(diǎn)? 第二組: “好” 的老師有什么特點(diǎn)?,教育是一個(gè)主動(dòng)的過(guò)程 Education is an active process: 老師可能是主動(dòng)的；學(xué)生必須主動(dòng) Teacher may be

2、 active; Learner MUST be active 老師必須控制這個(gè)過(guò)程和環(huán)境 The teacher must manipulate the process and the environment,我們應(yīng)當(dāng)盡可能的在教育方面特別是高等教育的高級(jí)認(rèn)知和其他的技能學(xué)習(xí)上提高認(rèn)識(shí)，因此要確保學(xué)生能高質(zhì)量的完成以下項(xiàng)目 As far as possible in education especially higher education we should be promoting learning where higher order cognitive and other skill

3、s are learnt - therefore try to ensure students are performing at the upper levels of the following hierarchy -,大學(xué)生適合提升更高層次的思維Promoting higher order thinking appropriate to university students!,布魯姆教育目標(biāo)分類學(xué)Blooms taxonomy of educational objectives,知識(shí) Knowledge 對(duì)先前學(xué)習(xí)過(guò)的材料的記憶，包括對(duì)具體事實(shí)、方法、過(guò)程、概念和 原理的回憶。這是最低

4、水平的認(rèn)知學(xué)習(xí)結(jié)果 領(lǐng)悟 Comprehension 把握所學(xué)材料的意義。代表最低水平的理解,應(yīng)用 Application 講所學(xué)材料應(yīng)用于新的情景之中，包括概念、規(guī)則、方法、規(guī)律和理論的應(yīng)用。應(yīng)用代表高水平的理解 分析 Analysis 講整體材料分解成其構(gòu)成成分，并理解其組織結(jié)構(gòu)，包括對(duì)要素的分析、關(guān)系的分析和組織原理的分析,綜合 Synthesis 將所學(xué)的零碎知識(shí)整合為知識(shí)系統(tǒng) 評(píng)價(jià) Evaluation 對(duì)材料作價(jià)值判斷的能力，包括按材料內(nèi)在的標(biāo)準(zhǔn)或外在的標(biāo)準(zhǔn)進(jìn)行價(jià)值判斷。這是最高水平的認(rèn)知學(xué)習(xí)結(jié)果,學(xué)期任務(wù)Assignment terms,Blooms Taxonomy布魯姆教育目

5、標(biāo)分類學(xué)3 Areas of learning,Cognitive認(rèn)知 Affective / emotional情緒 Psychomotor動(dòng)手/ 執(zhí)行,關(guān)于這個(gè)班的計(jì)劃我們是怎么想的？What do you think about this class plan? (handout),1.請(qǐng)分析這個(gè)計(jì)劃 Please analyze the plan 2.請(qǐng)思考屬于你的培訓(xùn)班計(jì)劃 Please reflect on your own class plans,使積極學(xué)習(xí)失效的五點(diǎn)原因Five Good Reasons for Avoiding Active Learning,1. 因?yàn)榉e極學(xué)

6、習(xí)而消耗的時(shí)間可能不得不犧牲掉課程內(nèi)容 Course content would have to be sacrificed because active learning is time consuming 2. 學(xué)生將會(huì)抗拒非講座形式的方法而使得學(xué)生的等級(jí)評(píng)分下降 Students will resist non-lecture approaches and my student ratings will fall,積極主動(dòng)的學(xué)習(xí)將比講課本身需要更多的時(shí)間去準(zhǔn)備 More preparation time is required for active learning than for s

7、traight lecture 聘請(qǐng)的專家和學(xué)生不能期望他們互相學(xué)習(xí) I am hired as the expert and students should not be expected to learn from each other,大班不利于積極學(xué)習(xí)策略傳導(dǎo)的必要性，應(yīng)當(dāng)以講座的形式進(jìn)行 Large size classes are not conductive to active learning strategies they should involve a higher level of thinking; there may well be more of them; an

8、d they can be a useful basis for further private study.,互動(dòng)講義 Interactive handouts,用完整的幻燈片副本或者投影儀給出的片子來(lái)代替缺失的部分。這可能是數(shù)學(xué)的，公式的，描述的，分析的等。學(xué)生們需要用來(lái)完整他們的資料。有效的解決課堂問(wèn)題 Instead of providing complete copies of the PowerPoint slides or OHPs give out sheets with various parts missing. These could be mathematical, f

9、ormulaic, descriptive, analytical, and so on. The students need to complete the materials for them to be useful. Good for in class problem solving.,快速問(wèn)答 Quick quiz,在課堂上對(duì)資料范圍內(nèi)的內(nèi)容任意進(jìn)行快速問(wèn)答。這也能夠采取小組或個(gè)人能夠迅速準(zhǔn)確完整地練習(xí)解決問(wèn)題的形式 During a class or randomly have a quick quiz on the material just covered. This coul

10、d also take the form of a problem solving exercise and groups or individuals can compete for speed and accuracy.,轉(zhuǎn)化 transforming,以一組數(shù)據(jù)或是信息轉(zhuǎn)化成另一種形式。例如一個(gè)特性列表能被轉(zhuǎn)化成活動(dòng)的指令 Take a set of data or information and transform it into another form. For example a list of characteristics could be transformed into

11、a set of action statements.,問(wèn)題的發(fā)生和解決Problem generation and solving (fears/ problems in the box),個(gè)人或團(tuán)體考慮的課題，問(wèn)題，過(guò)程，案例等，并提出問(wèn)題或困難。每個(gè)人或小組將寫(xiě)了問(wèn)題的紙折疊并放入盒子中。然后將問(wèn)題重新分配由其他人解決 Individuals or groups consider a topic, issue, process, case, etc and raise problems or difficulties. Each person or group write the problem on pieces of paper which are folde