Course design to promote student autonomy and lifelong learning skills: A Japanese example
Course design to promote student autonomy and lifelong learning skills: A Japanese example
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促进学生自主性和终身学习技能的课程设计：日本的例子
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
C. Gitsaki
中科院分区：
文献类型：
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作者：
C. Gitsaki
今天，自我导向学习比以往任何时候都更加流行。帮助学习者获得技能，将他们的学习引导到他们感兴趣的领域是他们教育的重要组成部分。长期以来，日本的教育体系一直被批评鼓励死记硬背，而不是帮助学生积极构建知识，并为他们的学习负责-这是培养自主学习者的两个关键技能。本文的目的是双重的：概述了跨文化交际技能课程的设计和实施，在日本的大学三年级的学生，努力帮助学生掌握一套技能和策略，成为更加自主的学习者，并提出学生的反馈过程中练习的课程活动和技能。本文最后讨论了教学方法如何促进了一套终身学习技能的发展。
Today self-directed learning is more current than ever. Helping learners acquire the skills to direct their learning into the areas they are interested in is an essential part of their education. The educational system in Japan has long been criticized for encouraging rote learning of facts instead of assisting students to actively construct knowledge and take responsibility for their learning – 2 key skills in the creation of self-directed learners. The aim of this paper is two-fold: to outline the design and implementation of a course in Intercultural Communication Skills for 3rd year university students in Japan in an effort to help students master a set of skills and strategies for becoming more autonomous as learners, and to present student feedback on the course activities and skills practiced during the course. A discussion of how the instructional methodology contributed to the development of a set of lifelong learning skills concludes this paper.
学会参与，参与学习：进入学术话语社区
DOI：
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发表时间：
2013
期刊：
影响因子：
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作者：
Hood;M.
通讯作者：
M.