A Guide to Teaching in the Active Learning Classroom
A Guide to Teaching in the Active Learning Classroom
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主动学习课堂教学指南
DOI：
10.4324/9781003442820
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发表时间：
2016
影响因子：
3.3
通讯作者：
P. Baepler
中科院分区：
文献类型：
--
作者：
P. Baepler
这本书探讨了一种特殊类型的课堂组织被称为“积极学习课堂”。这种类型的教室不是一个演讲厅，而是一个没有明确的前面或后面的房间，学生们坐在圆桌周围的可移动椅子上，通过屏幕与更大的小组分享小组工作。教室的组织迫使教授一直背对着至少一部分学生。这种类型的课堂互动似乎是为更大的班级规模而设计的，有助于将学生的大讲堂转变为教师和学生互动以及学生与学生互动最大化的教室。这些类型的教室已被证明对学生的成绩有积极的影响，这可能是由于房间的配置抑制了某些消极的活动，同时鼓励积极的。主动学习课堂提供了四个主要优势：“沉浸式学习，学习的社会维度，协作学习，以及教学和学习的表现方面”（16）。在一个积极学习的课堂教学不再仅仅是知识的传播，而是一个合作的努力，让学生更好地和更长期地保留知识。
This book examines a particular type of classroom organization known as the “active learning classroom.” This type of classroom is not a lecture hall, but rather, is a room where there is no clear front or back, where students sit in movable chairs around round tables that facilitate group work shared with the larger group via screens. The very organization of the classroom forces the professor to have their back to at least some of the students all the time. This type of classroom interaction seems to be designed for larger class sizes, helping to transform a large lecture hall of students into a classroom where teacher and student interaction, as well as student-to-student interaction, is maximized. These types of classrooms have been shown to have a positive impact on students’ grades, which could be attributed to the room configuration inhibiting certain negative activities while encouraging positive ones. Active learning classrooms provide four main advantages: “immersion learning, the social dimension of learning, collaborative learning, and the performance aspect of teaching and learning” (16). Teaching in an active learning classroom is no longer just transmission of knowledge but a collaborative effort engaging the students for better and more long-term retention of knowledge.