Achieving both intellectual quality and relevance in classroom learning experiences: some conceptual challenges
Achieving both intellectual quality and relevance in classroom learning experiences: some conceptual challenges
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在课堂学习体验中实现智力质量和相关性：一些概念挑战
DOI：
10.1080/01596306.2012.692956
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Steve Wilson
中科院分区：
文献类型：
--
作者：
Carolyn Williams;Steve Wilson
满足中学生教育需求的最好办法是向他们提供既具有智力挑战性又与课堂以外的世界相联系的学习经历，这一想法是澳大利亚最近几项教学举措的基础。然而，这种学习经验在实践中很少发现。造成这种情况的许多原因已经查明，但我们认为，这一问题可能还有另一个方面。从我们与8年级和10年级学生试用类似教学方法的经验来看，参与教师似乎正在努力解决概念上的困境，这种困境干扰了创造既具有智力挑战性又具有相关性的学习体验。我们认为，这种困境是由思维和实践的二元框架产生的，在教育系统中流行，它将学术严谨性和相关性构建为互不相容。我们的结论是，有必要更广泛的教师专业发展，试图整合知识的严谨性和相关性。
The idea that the educational needs of secondary school students are best met by providing them with learning experiences that are both intellectually challenging and connected to the world beyond the classroom underpins several recent pedagogical initiatives in Australia. However, such learning experiences are rarely found in practice. Many reasons for this have already been identified, but we suggest there may be another dimension to this problem. From our experience of trialling a similar pedagogical approach with Years 8 and 10 students, the participating teachers seemed to be struggling with a conceptual dilemma that interfered with creating learning experiences that are both intellectually challenging and relevant. We suggest this dilemma was generated by a dualistic framework of thinking and practice, endemic in education systems, which constructs academic rigour and relevance as incompatible with each other. We conclude that there is a need for more extensive teacher professional development in pedagogies which attempt to integrate intellectual rigour and relevance.