Instructional Development for Knowledge Creation in Large-scale Classes
Instructional Development for Knowledge Creation in Large-scale Classes
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大规模课堂知识创造的教学发展
DOI：
10.4324/9780080942377
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发表时间：
2002
影响因子：
3.5
通讯作者：
Haruo Nishinosono
中科院分区：
文献类型：
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作者：
Haruo Nishinosono
大班教学在高等教育中是不可避免的，甚至是不可或缺的。它们是必要的，以便一次容纳大量学生，并满足他们的需求。单纯的讲授式教学不能有效地满足受众的多样化期望。团队合作和小组讨论激励学生创造新的形象，澄清他们的想法，并开发模型来表达想法和获得的知识。在以下六个指导原则的基础上，在三个连续的试验课程中制定了教学原则和模式：(1)学习权利取决于能力的教育原则；(2)将学校视为学习共同体和学习型组织的两种社会观点；(3)涉及形象、模式和经验命题的三个发展步骤；(4)教育理想、教师能力、现实和制约四个学校因素；(5)自主、协作、贡献、责任和尊重的五项学习原则；(6)意义、活动、内容、环境、工具和结果六个教学组成部分。
Large-scale classes are unavoidable, even indispensable in higher education. They are necessary in order to accommodate a large number of students at one time and to respond to their needs. Mere lecture style instruction is not effective to satisfy the diversity of the audiences’ expectations. Teamwork and group discussions stimulate students into creating new images, clarifying their thoughts and developing models to express ideas and acquired knowledge. Instructional principles and models are developed in three sequential trial courses building on the following six guidelines; (1) one educational principle of the right to learn depending on one’s capabilities; (2) two social views of the school as a learning community and a learning organization; (3) three developmental steps involving images, models and empirical propositions; (4) four school factors of educational ideals, teachers’ competence, the realities and the constraints, (5) five learning principles of autonomy, collaboration, contribution, responsibility and respect, (6) six instructional components of meaning, activities, contents, environment, tools and outcome.