The Articulated Learning: An Approach to Guided Reflection and Assessment
The Articulated Learning: An Approach to Guided Reflection and Assessment
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明确的学习：引导反思和评估的方法
DOI：
10.1023/b:ihie.0000048795.84634.4a
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发表时间：
2004
影响因子：
2.2
通讯作者：
Patti H. Clayton
中科院分区：
文献类型：
--
作者：
S. Ash;Patti H. Clayton
反思经验促进学习的价值已经被提出了几十年；然而，在实践中应用起来仍然很困难。本文描述了一个反思模型，推动学生超越对复杂问题的肤浅解释，促进学术掌握、个人成长、公民参与、批判性思维和有意义的学习展示。虽然是在服务学习项目中开发的，但它的一般功能可以支持对一系列经验的反思。无论学科如何，学生和教师都可以使用它；它可以生成书面产品，用于学生学习的形成性和总结性评估。
The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.