Overview概要...
Student Centred Learning
以学生为中心的学习
A. Three questions 三个问题
B. Teaching cycle教学圈
C. Kolb Experiential Learning
Cycle 实践教学圈
Teaching …
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Session 1 Introduction 介绍
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Session 2 Ground Rules 基本规则
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Session 3 Student Centred Learning
以学生为中心的学习
Session 4 Learning 学习
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Session 5 Practical Activities实操活动
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Session 6 Simulation 模拟
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Session 7 Modelling and using objects
模拟和使用实物
Session 8 Managing learning管理学习
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Session 9 Projects and independent study
项目教学和独立学习
Session 10 Working in groups
小组学习
Session 11-13 Student learning activities
学生学习活动
Session 14 Plenaries and learning
集合与学习
Session 15 Applying SCL in your workplace
将以学生为中心的教学方法应用到工作中
A.
Role/Teaching methods 角色/教法
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Learning …教学
Learning styles教学风格
Labelling learners给学习者贴标
签
Theories理论
Models of learning学习模式
Resourcing/room layout资源利用
/教室设计
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Assessment评价
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Application of SCL以学生为
中心教学方法的应用
Key principles of a student-centred learning approach以
以学生为中心教学法的基本原则
9.The teacher acts as
facilitator of learning
rather than as presenter
1.Students’ prior knowledge
and experiences are taken
of knowledge教师充
into account充分利用学
生已有的知识和经验
2.Students’ needs and
learning preferences are
taken into account考虑
学生的需求和学习爱
好
Student-centred
learning
以学生为中心的教学法
3.Formative assessment,
peer assessment and self
assessment help students
心就业技能
使用活动或资料来激励/帮助/
挑战学生
problem-solving skills鼓励
学生提出自己的想法，
培养决问题的能力
学评估和自我评价对
学习有帮助
skills培养学生核
8.Activities/ resources are used to
motivate/ support/ challenge students
7.Students are encouraged to
develop own ideas and
learn形成性评价、同
4.Students develop
key employability
当学习的促进者，
而不是知识的呈现
者
5.Students are actively
participating in the learning
process学生积极参与学
习过程
6.Students are
encouraged to become
independent learners鼓
励 学生独立学习
Three questions3个问题 …
1. What do I want the
students to learn?
想让学生学什么?
AIMS AND OBJECTIVES目的
3. How will I know what
they have learned?
2. How can I help them learn it?
怎样知道他们学会了？
METHODS, ACTIVITIES AND
RESOURCES方法、活动与资源
ASSESSMENT评价
怎样教他们学会?
Consider想一想 …
“I hear and I forget
我听后会忘记，
I see and I remember,
我看后能记住，
I do and I understand.”
我做后能明白。
Consider想一想…
Task: How would you learn best to..?
任务：怎样学……最好？
Make a cup of tea 沏茶
Tie a shoelace
系鞋带
Ride a bicycle
骑自行车
Give directions to your home
介绍去你家的路线
Experience体验
(activity/exercise, etc.) 活动/练习
Pragmatist
Planning the
next steps
计划下一步
Activist’s
Kolb (1984)
Learning
Cycle 学习圈
Reviewing the
Experience 复习
Theorist
Reflector’s
Concluding from
the experience总结
Kolb, D. (1984) Experiential Learning, New Jersey, Prentice-Hall In
TEACHING CYCLE教学圈
TARGET GROUP
目标组
ASSESSMENT
评价
RESOURCES
资源
TEACHING CYCLE
教学圈
OBJECTIVES
目标
TEACHING
METHODS教法
Learning styles can also be described as :
学习风格的另一种表述
Visual
视觉型
Auditory
听觉型
Tactile 触觉型
or
kinesthetic 运动觉型
Two Models of Learning ２种学习模式
Traditional / Input
传统／输入
• Passive 被动
• Receipt
• Active 主动
接收
• Fills a deficit
Modern / Action
现代／行为
• Search 探索
填补空缺
• Outside stimulus 外部刺激
• Keywords ‘give’, ‘impart’,
‘convey’
关键词：“给、传授、传送”
• Seek satisfaction需求满足
• Inner drive内驱动力
• Transfer of skills and
knowledge 传授知识和技巧
• Keywords : ‘create’, ‘discover’
关键词：“创造、发现”
• Problem-solving解决问题
• Need for teacher 需要老师
• Self-learning 自我学习
The Role of the Teacher 教师的角色 …
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Mentor指导者
Counsellor顾问
Tutor辅导者
Facilitator促进者
Manager管理者
Team Leader领队
Administrator 资料员
Adjudicator评价者
Mediator协调者
Teaching methods 教学方法…
Most Control
控制最多
Teacher Controlled Lecture讲授, demonstration 演示
教师控制
Structured discussion 有组织的讨论
Less Controlled Unstructured discussion 自由讨论,
控制少
Seminar 讨论课 Practical 实操课
Shared Control
师生相互控制
Least Control
控制最少
Tutorial 辅导, Simulation 模拟,
Role play 角色扮演
Resources based learning 利用资源学习
Least Control Distance learning 远程学习
教师控制
Discovery projects 项目教学
Real life experiences 实习
Teaching 教学…
Teaching should not
be thought of as
transmission
but as an
engagement…
教学是参与，而不是灌输……。
(Light and Cox 2001)
Changes in activity变换活动…
“restore attention and concentration”
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能吸引学生注意，使他们集中精力。
(Biggs 2003:102)
U – SHAPE
Ｕ形座位
BISTRO 圆桌座位 /小餐馆形
HERRING BONE 鱼骨型
/RIBCAGE 肋骨架型
ROWS 横排座位
Viewing experiences through从不同镜头看
Brookfield’s Lenses
(Brookfield, S. (1995) Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass )
Autobiographical
Lenses 自身的角度
Peer
Lenses
同行的角度
Client/learner Lenses
客户/学生的角度
Theoretical
Lenses理论角度
Assessment definitions评价的定义
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Summative assessment 终结性评价
This is assessment of learning
是对学习的评价
Formative assessment
形成性评价
This is assessment for learning.
是为学习进行的评价
Assessment for Learning 为学习的评价…
Some principles 原则
1.… should be part of effective planning of teaching and learning
应该是有效进行教学设计的一部分。
2.… should focus on how students learn
应把重点放在学生的学习方法上。
3.… should be recognised as central to practice
应视为教学实践的重要环节。
4.… should be sensitive and constructive because any assessment has an
emotional impact 任何评价都对情感有影响，因此评价应谨慎和有建设性。
5.…should take account of learner motivation 应考虑学生的学习动机。
6.…should promote commitment to learning goals and a shared
understanding of the criteria by which they are assessed
应有助于实现教学目标，并使师生都理解评价他们的标准。
7. Learners should receive constructive guidance about how to improve
学习者应得到有关如何改进的建设性指导。
8. … develops learners' capacity for self-assessment so that they can become
reflective and self-managing
培养学生的自我评价能力，使其能自我反思和自我管理。
Robust assessment 有效的评价…
Assessment for Learning is对学习的评价应该 …
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Accurate assessment (knowing standards)
准确（熟悉标准）
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Fair assessment (valid methods)
公正（使用有效的方法）
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Reliable assessment (judgements are consistent)
可靠（结论应前后一致）
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Useful assessment (identifying how to progress)
有用（明确如何推进）
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Focused assessment (identifying blocks in a student’s progress)
重点突出（找出学生的学习障碍）
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Continuity of assessment (each assessment stage is clear)
连续 （每个评价阶段非常清楚）
Assessment评价 …feedback反馈 …
To be useful to learners, assessment
should lead to feedback:
要对学生有用，评价须能产生反馈。
Feedback can be 反馈的形式:
– Oral 口头的
– Written 书面的
– Non verbal 非言语的
Features that will influence learning
影响学习的因素
Stimulating all the senses 刺激所有感官
Atmosphere free from undue pressure and stress, but with a degree of
pleasurable interest 环境没有过多的压力，却有些许趣味性。
Series of novel changes that are neither too hard or easy
一系列难易适度的新奇变化
Encourages social interaction for some activities
鼓励某些活动中的社会交往。
Promotes the development of skills and interests that are mental,
aesthetic, social and emotional
鼓励培养心智、审美、社会和情感方面的技能和兴趣。
Encourages the learner to be an active participant
鼓励学习者积极参与。
(Cleeves Diamond 1999)
Features that will influence learning
(- ive) 影响学习的因素
• Requiring use of a limited set of the senses 需要的视角单一
• An uninviting atmosphere or a threatening one creating
pressure and stress 气氛沉闷、压抑
• Setting monotonous or repetitive tasks with demands not
linked to capabilities 作业重复单调，无需太多技能
• Isolating learners from one another (physically and/or
socially) 学生相互隔离
• Promoting an uneven profile of skills and interests
between the mental, aesthetic, social and emotional
使学生的心智、审美、社交和心理技能发展不全面
• Encouraging learners to be passive, dependent and docile.
鼓励学生被动、依赖和顺从
Application to your setting
应用到自己的工作环境
In transfering Student Centred Learning to your setting what might be the
barriers to success?
在本单位采用以学生为中心的教学法有何障碍？
Competence? 能力？
To much of a shift in practice? 教学方法变动太大？
Too radical? 过于激进？
Therefore-why not start small – engage agents of change (students?)
那为何不进行小幅度的变化呢？
Build/contribute to a culture of change 建设／催生一种求变的文化
Make clear the expectations of you as teacher 明确自己作为教师的期待
As you prepare your ‘activities’ think about…准备活动时，请思考：
• What will your ‘activities’ look like? 你的活动会是什么样子？
• This ‘activity package’ should be easy to transfer to your setting
这个“活动包”应该易于在自己的单位实施。
Now it is over to you … engage and be active
现在请积极参与
Honey and Mumford’s’ ‘Learning Styles’ 学习风格
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Activist行为主义者
Pragmatist实用主义者
Reflector反思者
Theorist理论家
Honey and Mumfords’ ‘Learning Styles’学习风格
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Pragmatist ... Let’s try it ...实用主义者：让我试试
– Relevant and practical相关和实用
– Try things out with support from an expert在专家帮助下尝试解决问题
– Given immediate opportunities to implement what learnt给机会现学现做
– Problem solving解决问题
Activists ... Let’s do it ... 行为主义者：让我做吧
– New experiences新的体验
– ‘Have a go’ 试一试
– Problem solving解决问题
– Team work团队合作
Reflector ... Let’s think about it ...反思者：让我想想
– Thinking things through 全面考虑
– Observation 观察
– Paired discussions结对讨论
– Opportunity to review and reflect 给机会总结和反思
Theorist ... Let’s understand it ...理论家
– Models and concepts模型和概念
– Lectures讲课
– Following step-by-step instructions讲课循序渐进
– Opportunity to ask questions and probe ideas给机会提问题和发表自己的观点
Labelling learners给学习者贴标签...
Franklin’s (2006) labels...
Learners being labelled as being
particular types of learner...
学习者都是具体某种类型的学习者
Honey-Mumford’s
 Pragmatist实用主义者
 Activist行为主义者
 Reflector反思者
 Theorist理论家
But takes no account of context
没考虑语境
(Coffield et al.) …
Gardner’s labels (2003) –
(Multiple intelligences多种智能)
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Logical mathematical逻辑数学的
Linguistic语言的
Musical音乐的
Spatial空间的
Bodily kinaesthetic运动觉
Interpersonal人际的
Intrapersonal 内心的
Naturalist自然主义者
Spiritual 精神上的
Theories of learning学习理论 …
Piaget: Cognitive Development Theory
皮亚杰：认知发展理论
Physical maturation leads to sequential development
that includes cognitive development.
身体发育导致包括认知发展在内的顺序发展。
Learners thought to learn new concepts by
assimilation, taking in and adapting new information
to fit existing concepts
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and by, accommodation, modifying concepts in light
of new information.
学习新概念需通过同化和适应。同化指接收新的信息，
并使之适用已有的概念；适应指根据新的信息修改概
念。
Theories of Learning 学习理论…
Vygotsky维果斯基:
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Social constructivism: Talk and social interaction are the key
learning tools. 社会建构论：讨论和社会互动是学习工具的关键。
‘What a child can do today in co-operation,
tomorrow he will be able to do on his own’.
小孩今天能合作完成的事情，明天他就能单独完成。
Scaffolding: extending what learners can do by breaking the
learning process down into easy steps.
脚手架：将学习过程分解成几个容易的步骤能拓展学生的能力。
Bruner布鲁纳: the spiral curriculum 螺旋式课程
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The curriculum re-visits topics, allowing learners to
address increasingly complex components of a topic.
复习学过的内容，使学生能理解越来越复杂的新内容。
Learning学习
adapted from Wegerif(2002:9)
Aspect
Behaviourism
行为主义
Cognitivist
Constructionism
建构主义
Humanism
人文主义
Participatory/
Situation
参与/情景论
Theorists
理论家
Pavlov, Watson, Tolman,
Skinner… 巴普洛夫、沃
森、托尔曼、斯金纳
Piaget, Bruner
皮亚杰、布鲁纳
Maslow, Rogers
马斯洛、罗杰斯
Lave, Wertsch,
Engestrom 拉韦 、沃茨
View of the
L. Process
对学习过程的
看法
Leads to change in
behaviour 导致行为变化
Internal mental process
including insight, information
processing, memory,
perception …内在的心理过
程，包括领悟、信息处理、
记忆、感知
A personal act to fulfil
potential 实现个人潜能
的行为
Interaction/ observation
in social contexts.
Movement from the
periphery to the centre
of a community of
practice 社会环境中的
互动/观察。从实践社群
的边沿移动到中心。
Locus of L
学习的核心
Stimuli in external
environment 外部环境刺
激
Internal cognitive structure
内在的认知结构
Affective and cognitive
needs 情感和认知需要
Learning is about the
relationship between
people and
environment 学习事关
人与环境的关系。
Educator’s
role
教育者的角色
Arrange environment to
bring about desired
response 布置环境，使
之实现理想的反应
Structuring of content of
learning activity 调整学习活
动的内容
Facilitates development
of the whole person 促
进人的全面发展
Works to establish
communities of
practice in which
conversation and
participation occur建
立对话和参与的实践社
群。
奇、恩格斯特伦
LEARNING THEORIES学习理论…
Behaviourist – ‘scientific’ / animals / skills
行为主义：科学的/动物/技能
Cognitivist – how people understand material
认知派：人们如何理解物质
Constructivist – creating new meanings/ joint effort usually involved
实证主义：创造新的意义／通常需要共同努力
Humanist – value driven / facilitating role
人文主义：价值驱动，推动着角色