Thinking about Learning
Thinking about Learning
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关于学习的思考
DOI：
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发表时间：
2021
影响因子：
0.4
通讯作者：
Ari Y. Kelman
中科院分区：
文献类型：
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作者：
Ari Y. Kelman
我在2021年的夏天写了这篇文章。这场全球性的大流行病让我们大多数人呆在家里，远离工作场所、犹太教堂，以及其他任何你可能期望找到社区和友情的地方，它已经开始缓解，有时候，感觉甚至可能存在一种不同的“正常”，就在拐角处。由于疫苗的可用性，我们中的许多人可以呼吸得更轻松，尽管即使对许多接种疫苗的人来说，在餐馆吃饭，在教室里上课，坐飞机似乎仍然是遥远的记忆或遥远未来的梦想。在过去的18个月里，我被问得最多的问题是关于在线教学的体验。也许人们真的很好奇，也许他们只是在交谈，但压倒性的感觉是，无论在线学习可能与面对面的学习不同或相似，它都是质的不同，即使我们还不能清楚地表达这些差异是如何重要或表现的。我可以说，我的教学已经围绕视频为媒介的课堂环境的要求弯曲，因为它已经变得更加严格的计划和结构，以适应疲劳，节奏和休息室的要求。其结果是，几乎所有层次的教育界和教育界的许多人都在以新的、不同的方式思考他们的共同事业。本期《犹太教育杂志》（Journal of Jewish Education）上的三篇文章，虽然没有明确地聚焦于COVID-19或在线学习，但它们都是我们通过关注人们思考学习的方式所能学到的东西的绝佳例子。思考学习，或者心理学家和学习科学家所说的“元认知”，并不是什么新鲜事。但这三篇文章提供了一系列新的方法，不仅可以理解元认知在加强或提高学习方面的重要性，还可以理解元认知在各种环境中使学习成为可能的地位。在“覆盖和理解：拉比学生和巴比伦塔木德的研究，”简Kanarek提出了从拉比学生的经验，他们学习塔木德采访数据。Kanarek假设，他们研究的一个重要维度是他们阅读Bavli材料的速度，“快”和“慢”将成为学生对自己学习的感知的重要变量。她发现他们谈论速度，但不是以她预期的方式。相反，他们表达了他们学习《犹太教育杂志》2021年，第87卷，第3期，189-191https://doi.org/10.1080/15244113.2021.1964057的愿望和能力。
I write this during the summer of 2021. The global pandemic that has kept most of us in our homes and out of our workplaces, synagogues, and just about anywhere else where you might expect to find community and camaraderie, has begun to ease, and at times, it feels like there might even exist a different “normal” that is just around the corner. Many of us can breathe easier owing to the availability of vaccines, though even for many vaccinated people, eating in restaurants, teaching in classrooms, and getting on airplanes still seem like either a distant memory or a dream of some distant future. Over the past 18 months, the question I have been asked more than any other has been about the experience of teaching online. Perhaps people are genuinely curious, and perhaps they are just making conversation, but the overwhelming sense is that, however learning online might differ from or resemble learning in face-to-face settings, it is qualitatively different, even if we cannot yet articulate just how those differences matter or manifest. I can say that my teaching has bent around the demands of the video-mediated classroom environments, as it has had to become more rigidly planned and structured to suit the demands of fatigue, pacing, and breakout rooms. The upshot is that many people in and around education, at nearly all levels, are thinking about their shared enterprise in new and different ways. The three articles in this issue of the Journal of Jewish Education, though not focused on COVID-19, or online learning explicitly are wonderful examples of what we can learn by attending to the ways in which people think about learning. Thinking about learning, or what psychologists and learning scientists call “metacognition” is nothing new. But these three articles offer a fresh array of approaches to understanding not just the importance of metacognition in reinforcing or enhancing learning but its place in making learning possible across a variety of settings. In “Coverage and Comprehension: Rabbinical Students and the Study of the Babylonian Talmud,” Jane Kanarek presents data from interviews with rabbinical students about their experience learning Talmud. Kanarek hypothesized that an important dimension of their studies would be the speed at which they covered material from the Bavli, and that “fast” and “slow” would become significant variables in students’ perception of their own learning. She found that they spoke about speed, but not in the ways that she expected. Instead, they expressed their desire and ability to learn both JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 3, 189–191 https://doi.org/10.1080/15244113.2021.1964057