How Learning Works: Seven Research-Based Principles for Smart Teaching
How Learning Works: Seven Research-Based Principles for Smart Teaching
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DOI：
10.7899/jce-12-022
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发表时间：
2012-08
期刊：
影响因子：
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通讯作者：
J. Nyquist;R. Jubran
中科院分区：
文献类型：
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作者：
J. Nyquist;R. Jubran
我们很高兴地回顾这本书如何学习工程：七个基于研究的原则，为智能教学由苏珊A。作者：Michael W.放大图片作者：Michael C. Lovett和玛丽K.诺曼这是一个宝石。这是第一次，其中一个评论家（RJ）读了一本书，解构学习到不同的部分，讨论的理论和研究，然后提供具体的策略，以加强与所提出的概念相关的教学。这不仅是一本书，我们已经阅读，并发现在我们的教学有用，但它也是一个其他评论家（JN）已分配给教师学习者在硕士学位课程和教学奖学金。这25个卫生专业的教师教育工作者一致认为这本书是有用的。正如一位教员所说，“我喜欢阅读安布罗斯等人在多个层次。首先也是最重要的是书中列出的许多很酷的实用策略，这些策略可以很容易地被我改编和应用到我自己的教学工作中。这是一种普遍的情绪。这本书介绍了学习的定义。作者将学习定义为“一个过程，涉及随着时间的推移而展开的变化，是学生如何解释和回应他们的经验的结果”（第3页）。引言描述了学习的7个原则（在这里简要列出）。学生的先验知识可以帮助或阻碍学习。学生对知识的组织影响着学生如何学习和应用他们所知道的知识。动机决定、指导和维持学生的学习。为了掌握这些技能，学生必须发展这些技能，练习将它们整合起来，并知道何时应用它们。以目标为导向的实践加上有针对性的反馈可以提高学习效果。学习者的发展水平与“课程”氛围相互作用，影响学习。要成为自我导向，学习者必须能够监测和调整他们的学习方法（第4-6页）。作者将本书分为7章，每章阐述一个原则。每一章都有表格和数字，总结了一个重要的“带回家”的概念。本章以两个教师对学生表现不佳感到沮丧的故事开始。这些故事吸引了读者的注意力。他们提醒我们，当学习者的表现令人失望时，我们自己也有类似的挫折感。作者做了一个非常好的工作，选择的故事，并将每个故事直接捆绑到原则，为每一章的部分题为，“是怎么回事，在这些故事。”在对每一章中的故事进行分析之后，有一个章节的标题是“什么样的学习原则在这里起作用”。在每一章的这一部分，作者描述了这一原则，然后讨论了该章的原则，题为“研究告诉我们什么”。这些部分写得很好，帮助读者自己判断支持每一项学习原则的证据。然而，对我们来说，每一章的魔力都在他们的最后一节，“研究建议什么”，作者在其中提供了具体的建议，以加强教学的这一要素。例如，在第一章中，讨论了先验知识如何帮助或阻碍当前的学习，作者讨论了各种可能的技术。在可用于衡量先验知识程度的方法中（第27页），他们建议并解释了6种可能的方法：与教授先决课程的同事交谈，管理预测试，让学习者完成自我评估，使用头脑风暴来估计先验知识，分配概念映射活动，并寻找学生错误的模式。对于每个原则的每个组成部分，作者都提供了相同级别的指导。同样在第一章中，作者提供了如何激活准确的先验知识，如何解决先验知识不足，以及如何帮助学生识别和纠正不适当或不准确的先验知识的建议（第31-38页）。每一章都是帮助教师提高学生表现的实用思想的宝库。作者在书的结尾总结了如何运用这些原则来提高读者的终身学习能力。作者指出，这些章节可以按任何顺序阅读，因为每个原则都独立于其他原则。这对于忙碌忙碌的临床指导者来说是非常有帮助的，他们可以一次读一章而不会失去任何理解。本书作者的家乡-麦基-梅隆大学还维护了一个网站，提供对本书中提出的概念的结构化探索，包括如何设计和教授课程、解决教学问题、评估学习者和使用技术进行教育的部分（http：//www.cmu.edu/teaching/index.html）。这是这本书的一个有用的补充。我们有一个警告。这本书是为大学教师写的，以本科生为对象。因此，我们这些从事卫生专业教育的人在阅读每一章的开头时，需要为每一条原则思考我们自己的故事。然而，在大多数章节中的应用实例都是以一种可以很容易地应用于临床教学环境以及教室、模拟中心或实验室环境的方式来陈述的。自从我们最初介绍这本书1年前，这些原则已成为我们的健康专业学生教学的中流砥柱，以及在我们许多教师的发展努力。这些原则对我们的学习者和教师都有意义。这些原则提供了一种共同的语言，可以在脊椎治疗教育中使用，因为它是在其他卫生专业的教育。在今天的电子世界里，你可以在不到10分钟的时间里把“书”拿在手里。我们希望你被诱惑。
We are delighted to review the book How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman. It is a gem. It is the first time that one of the reviewers (RJ) has read a book that deconstructs learning into various parts, discusses the theory and research, then offers concrete strategies to enhance teaching related to the concepts presented. This is not only a book that we have read and found useful in our teaching, but it is also one that the other reviewer (JN) has assigned to faculty learners in both a masters degree course and a teaching fellowship. These 25 health professions faculty educators have uniformly found the book to be useful. As one faculty member stated, “I enjoyed reading Ambrose et al at multiple levels. First and foremost were the many cool practical strategies that the book listed that could easily be adapted and applied by me in my own teaching endeavors.” This has been a common sentiment. The book is introduced with a definition of learning. The authors define learning as “a process that involves change that unfolds over time and is a result of how students interpret and respond to their experiences” (page 3). The introduction describes 7 principles of learning (listed in brief here). Students' prior knowledge can serve to help or hinder learning. Students' organization of knowledge impacts how students learn and apply what they know. Motivation determines, directs, and sustains what students learn. To develop mastery, students must develop the skills, practice integrating them, and know when to apply them. Goal-directed practice coupled with targeted feedback enhances learning. Level of learner development interacts with “course” climate to impact learning. To become self-directed, learners must be able to monitor and adjust their approaches to learning (pages 4–6). The authors divide the book into 7 chapters, each devoted to 1 principle. Nestled in every chapter are tables and figures that summarize an important “take home” concept. The chapters open with 2 stories of teacher frustration with poor learner performance. The stories serve as attention grabbers for the reader. They remind us of our own similar frustrations when learner performance is disappointing. The authors do a very good job selecting the stories and tying each story directly to the principle for each chapter in sections entitled, “What Is Going on in These Stories.” Following the analyses of the stories in each chapter is a section entitled “What Principle of Learning Is at Work Here.” In this section of each chapter, the authors describe the principle, which is followed by discussion of that chapter's principle entitled “What Does the Research Tell Us.” These sections were well written and help the readers judge for themselves the evidence supporting each principle of learning. However, for us the magic in each chapter was in their final section, “What Does the Research Suggest,” in which the authors provide specific suggestions to enhance that element of teaching. For example, in chapter 1, which discusses how prior knowledge can help or hinder current learning, the authors discuss a variety of possible techniques. In methods that could be used to gauge the extent of prior knowledge (page 27), they suggest and explain 6 possible methods: talk to colleagues who teach prerequisite courses, administer a pretest, have learners complete a self-assessment, use brainstorming to estimate prior knowledge, assign a concept-mapping activity, and look for patterns in student errors. For every component of each principle, the authors provide this same level of guidance. Also in chapter 1, the authors provide suggestions for how to activate accurate prior knowledge, how to address insufficient prior knowledge, and how to help students recognize and correct inappropriate or inaccurate prior knowledge (pages 31–38). Each chapter is a treasure trove of practical ideas to help the teacher enhance student performance. The authors close the book with a summary discussion of how to use these principles to enhance the reader's own lifelong learning. The authors note that the chapters can be read in any order because each principle is independent of the others. This is very helpful for the busy clinical instructor who can read a chapter at a time without losing any understanding. Carnegie-Mellon University, the home institution for the authors, also maintains a Web site that offers structured exploration into the concepts presented in the book, including sections on how to design and teach a course, solve a teaching problem, assess learners, and use technology for education (http://www.cmu.edu/teaching/index.html). This is a useful supplement to the book. We have one caveat. The book was written for the college teacher with the undergraduate student in mind. Thus, those of us in health professions education need to think of our own stories for each of the principles when reading the opening for each chapter. However, the application examples in most chapters are stated in a manner that can be applied easily to clinical teaching settings as well as classroom, simulation center, or laboratory settings. Since our initial introduction to this book 1 year ago, these principles have become a mainstay in our teaching of health professions students, as well in our many faculty development efforts. The principles make sense to both our learners and the teachers. These principles provide a common language that could be as useful within chiropractic education as it is for education in other health professions. In today's electronic world, you could have the “book” in your hands in less than 10 minutes. We hope you are tempted.