Small Teaching: Everyday Lessons From the Science of Learning.
Small Teaching: Everyday Lessons From the Science of Learning.
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小教学：学习科学的日常课程。
DOI：
10.1097/jpa.0000000000000330
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发表时间：
2020
影响因子：
--
通讯作者：
J. Bowser
中科院分区：
文献类型：
--
作者：
Jacqueline Sivahop;J. Bowser
2014年，堪萨斯城皇家队出人意料地在一场比赛中赢得了世界系列赛冠军。他们在这场决定命运的第七场比赛中出人意料的旅程涉及到严格遵守一种在棒球中被称为“小球”的方法，例如，一致的本垒打将击败偶尔的本垒打。《小规模教学：学习科学中的日常课程》，作者詹姆斯M。郎平描述了一种借鉴“小球”哲学的教学方法。在郎平看来，与偶尔争取教育大满贯相比，在课堂上不断取得小胜利是一种更好、更可持续的方法。在整本书中，他指导读者通过许多小而实用的方法来改变学习环境。作为医生助理(PA)教育工作者，我们努力创造创新的环境来促进和促进学习。尽管我们的初衷是好的，但我们倾向于依赖于基于自己作为学习者的经验的学习策略。我们中的大多数人都是在传统的以教师为中心的模式下接受教育的，这种模式强调被动的学习方式。文献表明，使用我们自己的个人经验，特别是被动的学习模式，并不能转化为成功的学习。我们知道我们应该在课堂上做什么，但往往受制于我们觉得自己能在课堂上做什么。教育者受制于大量的材料和有限的课堂时间。我们可能会觉得，在任何一天，我们都只能勉强保持头脑清醒--因此，增加增强功能的想法可能会让人不知所措。为了回答这些对材料数量、时间限制以及人们可能会对这种教学范式转变感到焦虑的担忧，作者在介绍这本书时解释说，每一种推荐活动都可以分为三种形式之一(第7-8页)：“简短的(5-10分钟)课堂或在线学习活动；一门课程的一次性干预；或者对课程设计或与学生的交流进行一些小的修改。”这本书分为三个部分：第一部分-知识，第二部分-理解，第三部分-灵感。作者使用现实世界的例子开始每一章，以吸引读者了解小规模教学特写编者按：
In 2014, the Kansas City Royals defied all expectations and came within one game of winning the World Series. Their improbable journey to that fateful game 7 involved a rigorous adherence to an approach known in baseball as “small ball,” exemplified by the idea that consistent base hits will beat the occasional home run. In Small Teaching: Everyday Lessons from the Science of Learning, author JamesM. Lang describes an approach to teaching that borrows from the “small ball” philosophy. In Lang’s view, consistent small wins in the classroomare a better andmore sustainable approach than striving for the occasional educational grand slam. Throughout the book, he coaches the reader through many small and practical approaches to transforming the learning environment. As physician assistant (PA) educators, we strive to create innovative environments to foster and promote learning. Despite our best intentions, we tend to rely on learning strategies that are based onour own experiences as learners.Most of uswere educated in traditional instructor-centeredmodels that emphasized passivemodes of learning. The literature suggests that using our own personal experiences, especially a passive learning model, does not translate to successful learning. We know what we should be doing in the classroom but are too often constrained by what we feel we can do in the classroom. Educators are inhibitedby high volumes ofmaterial and limited classroom time. We may feel that we are barely keeping our heads abovewater on any givenday—so the thought of adding enhancements can be overwhelming. To answer these concerns about the volume of material, time constraints, and the anxiety one may feel about this teaching paradigm shift, the author introduces the book by explaining that each recommended activity can be categorized into one of 3 forms (pp. 7–8): “brief (5–10 minutes) classroom or online learning activity; one-time intervention in a course; or a small modification in course design or communication with your students.” The book is organized into 3 sections: Part 1–Knowledge, Part 2–Understanding, and Part 3–Inspiration. The author begins each chapter using realworld examples to draw the reader into how small teaching Feature Editor’s Note: