专业八级344Word格式文档下载.docx

专业八级344Word格式文档下载.docx

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ConsiderationsofLearning-centeredTeaching

Ⅰ.Introduction

A.Goalofmostcourses:

toenhancestudents'

understanding

—differentunderstandingcallsfordifferentteachingmethods

B.Mostformsofunderstandingareexpressedbynew{{U}}{{U}}1{{/U}}{{/U}}

—example:

"

weight"

for"

heaviness"

C.Otherkindsoflearningbesidesunderstanding

1.Thekeylearningactivity:

{{U}}{{U}}2{{/U}}{{/U}}

2.Memorizingandrecalling{{U}}{{U}}3{{/U}}{{/U}}

3.Acquiringattitudesandvalues,etc.

—differentlearningcallsfordifferentteachingmethods.

Ⅱ.Waysofcategorizationandmodelingstudents

A.Holists:

studentswho{{U}}{{U}}4{{/U}}{{/U}}asawhole

B.Serialists:

studentswhobegin{{U}}{{U}}5{{/U}}{{/U}}

C.Visualisers:

studentswhodependonvisualmaterials

D.Verbalisers:

studentswhoprefertolisten,read,discuss,etc.

E.{{U}}{{U}}6{{/U}}{{/U}}:

studentswhobelievethattopracticeistounderstand

Ⅲ.Students'

approachestolearning

A.{{U}}{{U}}7{{/U}}{{/U}}:

intendingtofurtherunderstandingandquestionideas

B.{{U}}{{U}}8{{/U}}{{/U}}:

intendingtomemorizeinformationandobeyinstructions

Ⅳ.Courseevaluationthroughfeedback

A.Feedbackrevealsaboutthelearnersandthe{{U}}{{U}}9{{/U}}{{/U}}.

B.Feedbackcanbequite{{U}}{{U}}10{{/U}}{{/U}}unlessbeingproperlyanalyzed.

（分数：

填空项1:

__________________ 

（正确答案：

concepts）

解析：

[听力原文]

Goodmorning,everyone.Intoday'

slecture,weshalldiscusssomeconsiderationsoflearning-centeredteaching.

Firstofall,I'

dsay,mostcoursesoftodaytrytohelpstudentsdeveloptheirunderstanding.Butunderstandingaforeignlanguageisnotthesameasunderstandingwhysomeoneisupset,orunderstandingelectromagnetismorunderstandinghistory.Therefore,itisnottobeexpectedthatthesameteachingmethodswillbeappropriatetothesedifferentkindsofunderstanding.

ThenextpointI'

dliketomakeisthat,mostformsofunderstandingareexpressedbyconceptswhichdifferfromeverydayones.Forexample,weallknowthatsuitcasesgetheavierthelongeryoucarrythem,butinsciencethisisdescribedintermsof"

constantweightplusincreasingfatigue"

.Theconcept"

isintroducedandlaidalongsidethecommonsenseconceptof"

.Similarlyweallknowthattimepassesquicklywhenweareabsorbedandslowlywhenwearebored,butsciencetellsusthatthisisanillusion;

timereallyticksawayatasteadyrate.Notethatconceptualchangeshouldnotbetheaim,asissometimessuggested,sincepeoplestillalsoneedtheircommonsense.Theaimistoaddnewsetsofconceptsandtoexplainwhentousewhichset.

Thirdly,"

understanding"

isnottheonlykindoflearningwhichstudentsneedtomaster.Instruction,demonstrationanderror-correctionarethekeyteachingactivitieswhilepracticeisthemainlearningactivity.Studentsalsohavetomemorizeinformationandbeabletorecallitwhenrequired,aswellasacquireseveralotherkindsoflearning（suchasknow-howandattitudesandvalues）eachofwhichcallsfordifferentteachingmethods.Solearning-centeredteachingincludesaconsciousmatchingofteachingmethodstotheintendedkindoflearning.

Whilegoodteachinginvolves,amongotherthings,helpingstudentstoachievetheirchosenlearninggoals,thepictureisfurthercomplicatedbythedifferentlearningstylesadoptedbydifferentgroupsofstudents.Andthefollowingarewaysofcategorizationandmodelingstudents,whichareprovedtobeuseful,particularlyinconnectionwithunderstanding.

Firstly,I'

dliketocallsomestudents"

holists"

:

whichmeanstheyliketotakeanoverviewofasubjectfirstandthenfillinthedetailsandconceptsintheirownway.Secondly,thereare"

serialists"

wholiketofollowalogicalprogressionofasubject,beginningatthebeginning.EducationalresearcherGordonPaskstructuredsometeachingmaterialsinbothaholistandaserialistmanner,andthentestedpreviously-sortedcohortsofstudentsusingthem.Hefoundthatthebestperformanceofthosewhoweremismatched（thatisholiststudentswithserialistmaterial,andviceversa）wasworsethantheworstperformanceofthosewhowerematchedtothelearningmaterials.

Thisseemstoimply,forexample,thateducationaltextbooks—whicharenaturallyserialistincharacter—shouldincludesignposts,summaries,alternativeexplanationsofdifficultconcepts,explanatoryfigurecaptions,aglossaryofterms,agoodindex,etc.tohelpholiststudentsfindtheirownwaythroughthem.Similarlyprojects,whicharenaturallyholistincharacter,sincetheyareusuallyspecifiedintermsofafinalgoal,cancauseproblemsforserialists,whomaythereforeneedstep-by-stepguidance.

Thethirdgroupofstudentsare"

visualisers"

whoselearningishelpedbytheinclusionofdiagrams,pictures,flow-charts,films,etc.,whilethefourthgroupare"

verbalisers"

whoprefertolisten,read,discuss,argue,attendtutorialsandwriteduringtheirconceptualdevelopment.Finally,thefifthgroupare"

doers"

whofindthatovertpracticalactivityisbest.Thesayingthat"

tohearistoforget,toseeistoremember,buttodoistounderstand"

isonlytruefor"

.Withatypicalmixofstudents,attemptsshouldbemadetocatertoeachpreferredstyle.

Mythirdmainpointisaboutstudents'

approachestolearning.Itiswellknownnowadaysthatforthedevelopmentof"

andforthememorizationofinformation,itisimportantthatstudentsadopta"

deepapproach"

totheirlearning,ratherthana"

surfaceapproach"

.The"

referstoanintentiontodeveloptheirunderstandingandtochallengeideas,whilethe"

istheintentiontomemorizeinformationandtofollowinstructions.Althoughstudentsarenaturallyinclinedtowardsoneapproachratherthantheother—oftenwithanewsubjecttheinclinationistowardsthesurfaceapproach—thiscanvaryfromsubjecttosubjectandcanusuallybechangedbytheteachingtheyreceive.Overloading,forexample,willencouragethesurfaceapproach;

stimulatinginterestmayencouragethedeepapproach.Giventhedeepapproach,evengoodlecturescanmakeaconsiderablecontributiontostudents'

.

Recently,theneedtoencouragethedeepapproachinstudentshasbeenallowedtodominatethechoiceofteachingmethod,sometimesattheexpenseofeffectiveteaching.Constructivisminscienceteaching,forexample,inwhichstudentsareencouragedtodevisetheirownexplanationsofphenomena,certainlytendstoencouragethedeepapproach,butitcanalsoleavestudentswithmisconceptions.Similarly,thoughproblem-basedlearningisusuallypopularwithstudents,itteaches"

know-how"

ratherthan"

unlessexplicitconceptualguidanceisalsogiven.

ThelastpointIwantyoutopayattentiontoiscourseevaluationthroughfeedback.Itoftenseemstobeassumedthatstudentsareahomogeneousbunchandthatthereforeamajorityopinioncondemningacertainaspectofacoursejustifieschangingitforthefuture.Butthiscanwellbeamistake.Ifacourseiswellmatched,say,to"

holist"

and"

itisunlikelytobefoundveryhelpfulto"

serialist"

.Inotherwords,feedbackislikelytorevealasmuchaboutthestudentsasaboutthecourseorlecturer,andcanbequitemisleadingunlessitisproperlyanalyzedintermsofthepreferredlearningstylesoftheparticularcohortofstudents.

Indeed,studentfeedbackabouttheteachingof"

can,inanycase,bequitemisleading,sincestudentscannotbeexpectedtojudgewhathasbeenhelpfultothemuntilmuchofthenecessaryconceptualdevelopmenthasoccurred.Onlyafter"

thepennyhasdropped"

issuchfeedbacklikelytobereliable.Similarly,favorablefeedbackaboutthenecessarybuttediousp