De-Classrooming: Moving Learning Outside the Classroom
De-Classrooming: Moving Learning Outside the Classroom
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去课堂化：将学习移出课堂
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Andrew P. Carlin
中科院分区：
文献类型：
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作者：
Andrew P. Carlin
本文反映了一个突出的教学问题，作为社会学本科二年级模块的一部分，在英国的高等教育机构任教。具体的教学问题-在研讨会上遇到和揭示的学生学习问题-与其他问题交织在一起;其中一些问题与社会学学科本身的特点有关，而另一些问题则与更局部化的问题有关，例如学生可访问和下载的材料的选择。虽然讲座和课程材料是固定的，研讨会框架的灵活性，使探索和实施的特设干预的形式“去课堂”。这种干预措施的利用和发展，以提高知识基础和概念理解的学生群体有关的“日常生活”社会学。“去教室化”干预被证明是一种有效的教学手段，它促进了教师和学生的灵活性和创造力的动态水平。作为一种教学手段，它表现出一些关键的好处：如帮助澄清概念混乱。最后，去教室干预的运作，以建立一个授权的主人翁意识，在知识和知识的产生有关，并为学生提供非正统的机会，学习提高。
This paper reflects on a teaching problem highlighted as part of a second-year undergraduate module in sociology, taught at a UK based institution of higher education. The specific teaching problem – that of student learning as encountered and revealed in seminars – was nested within other issues; some of which related to the characteristics of the discipline of sociology itself, whilst others, related to more localised issues such as the choice of materials available for students to access and download. Whilst the lecture and course material was fixed, the flexibility of the seminar framework enabled the exploration and implementation of an ad hoc intervention in the form of ‘de-classrooming’. This intervention was utilised and developed to enhance the knowledge base and conceptual understanding of the student cohort in relation to “Everyday Life” sociology. The ‘de-classrooming’ intervention proved to be an efficacious pedagogic device, which facilitated dynamic levels of flexibility and creativity by both teacher and learners. As a pedagogic device, it manifested a number of key benefits: such as aiding the clarification of conceptual confusions. Ultimately, the de-classrooming intervention operated to establish an empowered sense of ownership where knowledge and knowledge-generation were concerned, and afforded students unorthodox opportunities for learning enhancement.