Too much teaching, not enough learning: what is the solution?
Too much teaching, not enough learning: what is the solution?
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DOI：
10.1152/advan.00061.2005
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发表时间：
2006-03-01
影响因子：
2.1
通讯作者：
DiCarlo, Stephen E.
中科院分区：
文献类型：
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作者：
Lujan, Heidi L.;DiCarlo, Stephen E.
课程内容如此之多，以至于老师会告诉学生他们所知道的，而学生只会简单地记住事实。密集的课程几乎没有时间让学生深入理解这门学科，也没有时间培养学生的终身技能，如批判性思维、解决问题和沟通。然而，学习不是将一组事实牢记在心，而是使用资源查找、评估和应用信息的能力。本文通过讨论“我们如何学习”来解决这些问题，并回顾了有关改善学习的有效方法的文献。很明显，主动地处理信息，而不是被动地接受信息，才会导致学习。也就是说，学生必须构建自己对概念、关系和程序的理解。教师可以通过仔细考虑信息的类型和组织以及教学策略来鼓励这一过程。具体地说，教师应该减少学生应该记住的事实信息的总量，减少被动授课形式的使用，并投入更多的努力帮助学生成为积极的、独立的学习者和解决问题的人。协作学习活动、互动模式、教育游戏和建立探究/学术文化对于实现这些目标至关重要。
The curriculum is packed with so much content that teachers resort to telling students what they know and students simply commit facts to memory. The packed curriculum leaves little time for students to acquire a deep understanding of the subject or to develop life-long skills such as critical thinking, problem solving, and communication. However, learning is not committing a set of facts to memory, but the ability to use resources to find, evaluate, and apply information. This paper addresses these concerns by discussing "how we learn" and reviewing the literature on what works to improve learning. It is clear that active processing of information, not passive reception of information, leads to learning. That is, students must construct their own understanding of concepts, relationships, and procedures. Teachers can encourage this process by carefully considering the type and organization of information as well as instructional strategies. Specifically, teachers should reduce the total amount of factual information students are expected to memorize, reduce our use of the passive lecture format, and devote much more effort to helping students become active, independent learners and problem solvers. Collaborative learning activities, interactive models, educational games, and establishing a culture of inquiry/ scholarship are critical for achieving these goals.