Teaching and learning as a change process
Teaching and learning as a change process
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教与学是一个变革的过程
DOI：
10.1109/fie.1996.567860
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发表时间：
1996
期刊：
影响因子：
--
通讯作者：
R. Culver
中科院分区：
文献类型：
--
作者：
R. Culver
为了实现我们的教育计划的目标，学生必须成长和改变他们的知识，技能和态度。为了设计有效的计划，我们需要了解如何促进这种变化。基于Rokeach的信念系统模型的改变过程（S. J. Ball-Rokeach等人，1984），标志事件定义为D. Levinson（1978）和W.佩里（1970）的智力发展模型。为了建立一个能够促进预期变化的教育制度，我们需要明确界定教育目标和教育活动，使学生参与学习过程。首先，我们必须愿意改变自己，并建立一个支持系统，以确保我们所做的改变是有效和持久的。
To meet the goals of our educational programs, students must grow and change in their knowledge, skills and attitudes. To design effective programs we need to understand how to promote this change. A change process, based an Rokeach's model of the belief system (S.J. Ball-Rokeach et al., 1984), marker events as defined by D. Levinson (1978), and W. Perry's (1970) model of intellectual development, is presented. To create an educational system that will promote the desired change, we need well defined educational objectives and educational activities that will engage students in the learning process. First, we must be willing to change ourselves and to develop a support system to insure that the changes we make will be effective and lasting.