Experiential learning: Past and present-猫眼课题宝

体验式学习：过去和现在

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1994

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L. Lewis;C. Williams

在最简单的形式中，体验式学习意味着从经验中学习或在实践中学习。体验式教育首先让成人学习者沉浸在一种体验中，然后鼓励他们对这种体验进行反思，以培养新的技能、新的态度或新的思维方式。在过去的十年里，体验式学习已经从教育的边缘走向了中心。不再补充内容的获取，经验的方法被认为是有意义的学习的基础。是什么导致了这种观点的转变？首先，我们对学习的观念发生了巨大的变化。我们已经摆脱了行为主义的观念，即教师是知识的提供者，而学习者是被动的接受者。当前的认知主义、人文主义、社会主义和建构主义学习模式强调意义形成的重要性。因此，成人教育的良好做法模式必须利用学习者以前的经验，以加强他们目前和未来的学习。其次，在过去几十年中，高等教育经历了前所未有的成人学习者涌入。成人学习者为学习环境带来了丰富的先前经验，并渴望在课堂上借鉴他们的背景和先前的学习。反应迅速的教师能够利用学生以前的经验作为新学习的催化剂。第三，在当今迅速变化的环境中，对灵活性和以新的不同方式利用以前的知识和经验的能力的要求越来越高。教育工作者对学习者所知道和能够做的事情负责。问责的压力促使教育工作者设计基于能力的学习措施和评估学习者成果的经验技术。公司部门也要求加强问责制，以证明在教育和培训方面花费大量资金的合理性，因为很难评估培训的转移。Publlshen 5

In its simplest form, experiential learning means learning from experience or learning by doing. Experiential education first immerses adult learners in an experience and then encourages reflection about the experience to develop new skills, new attitudes, or new ways of thinking. During the last decade experiential learning has moved from the periphery of education to the center. No longer supplemental to the acquisition of content, experiential approaches are considered fundamental to meaningful learning. What accounts for this shift in perspective? First, there has been a dramatic change in our conception of learning. We have moved away from behaviorist notions of teachers as purveyors of knowledge and learners as passive receivers. Current cognitive, humanistic, social, and constructivist learning models stress the importance of meaning formation. Therefore, models of good practice in adult education must utilize leamers’ previous experiences in order to enhance their current and future learning. Second, in the last few decades, higher education has experienced an unprecedented influx of adult learners. Adult learners bring to the learning setting a wealth of prior experience and are eager to draw upon their background and previous learning in the classroom. Responsive teachers are able to capitalize on the prior experience of their students as a catalyst for new learning. Third, in today’s rapidly changing environment there is an increased demand for flexibility and the capacity to leverage previous knowledge and experience in new and different ways. Educators are being held accountable for what learners know and are able to do. The pressure for accountability has caused educators to design competency-based measures of learning and experiential techniques for assessing learner outcomes. The corporate sector, too, has called for greater accountability to justify the large sums of money spent on education and training, as it has been difficult to assess the transfer of trainNEW DIRECTIONS FOR AWL1 AND CONTlNUNG EWCATlON, no. 62, Summer 1994 0Jo~xy-BlU IN., Publlshen 5

Experiential learning: Past and present

体验式学习：过去和现在

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