When students learn.
When students learn.
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当学生学习时。
DOI：
10.1037/14612-002
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发表时间：
1950
影响因子：
2.9
通讯作者：
E. Cook
中科院分区：
文献类型：
--
作者：
L. A. Cook;E. Cook
在所有的事情，一个教师应该知道他的学生，一个非常重要的事实是，他们是或计划成为教师。当然，有些人会改变他们的想法，追随不同的追求，所有人都将扮演其他角色，例如公民和家庭主妇。但事实如前所述，它的重要性在于一个简单的真理。学生们倾向于按照他们被教导的那样去教。他们以自己最喜欢的老师为榜样。我们发现这一点对本章的导向意义重大，因为学术课堂对任何一个在以生活为中心的学校工作的人来说，都不是一个很好的试验场、训练场。此外，“小组过程”教学要在国内取得进展，必须有广大教师的认同，必须从经验中学习它是什麽、如何运作、如何运作，在这样的价值判断下，我们进入了一个热闹的领域，一个大学教师两极对立的竞技场。什么是大学水平的好教学？它的基础是什么一般的学习理论？让学生读一本书或听讲座就足够了吗？在教师的指导下，一个大学班级如何组织成一个充满活力的学习小组？用什么样的教学方法可以打破通常的学术雷同？一个人能在没有持续评估的情况下学习或知道他所学到的东西吗？如何做到这一点？对于这些问题，我们都没有答案;事实上，没有一个正确的答案，只有不同的实验方法。本章的目的是在建立任何类模式之前仔细考虑这些问题。（PsycInfo数据库记录（c）2022阿帕，保留所有权利）
Of all the things that an instructor should know about his students, one fact of great importance is that they are or plan to become teachers. Some, of course, will change their minds, following varied pursuits, and all will have other roles, for example, citizen and homemaker. But the fact is as stated, and its importance rests on a simple truth. Students tend to teach as they have been taught. They model on their best-liked teachers. We find this significant in orienting the present chapter because the academic classroom is not a good proving field, a training ground, for any person who would work in life-centered schools. Moreover, if" group-process" teaching is to make headway in the nation, it must be because a vast number of teachers believe in it. They must learn what it is in experience, how it works, and how to work it. With these value judgments, we enter a lively field, an arena of controversy where college teachers are at opposite poles. What is good teaching at the college level? What general theory of learning underlies it? Is it enough to set students to read a book or hear lectures? How can a college class, under a teacher's guidance, organize itself as a dynamic learning group? By what teaching methods can the usual academic sameness be broken? Can one learn or know what he has learned without continuous appraisal, and how is this to be done? To none of these questions do we have the answer; in fact, there is no one right answer, only varied experimental approaches. To think these issues through before any class pattern is set up, is the purpose of this chapter.(PsycInfo Database Record (c) 2022 APA, all rights reserved)