中职数学教学中体验式教学法的运用探析

体验式教学法在数学教学中的有效应用,能让学生在开放的思维空间里,通过自我实践,正确理解教学内容,有助于学生合作交流、自主学习、探索发展能力的提高。文章基于中职数学教学中存在的问题,结合运用体验式教学的可行性研究,从激发学习兴趣、注重联系生活、结合专业知识三个方面探讨中职数学教学中运用体验式教学法的策略。     

Cultivating Practical Wisdom as Education

This article argues, from a critical realist perspective, that it would be beneficial to extend thinking on how personal and social education could become more central to students’ learning. We explore how constructive-informed arrangements which emphasize cognitive skills and affective qualities could be realized through experiential approaches to learning. Our theorizing is informed by neo-Aristotelian thinking on the importance of identifying mutually acceptable value commitments which can cultivate practical wisdom as well as generally benefit society. Thereafter, we outline how the recent writings of Tiberius could inform thinking on how, epistemologically and ethically, a first person perspective on learning and personal growth could connect with normative decision making on how to make good life choices. We conclude by briefly highlighting the methodological potential of using outdoor learning environments to help students make informed and wise judgements which show evidence of discernment, deliberation and effective decision making.     

体验式学习中的情感参与:SVVR支持写作学习的实证研究

写作学习中普遍存在学生因缺少对真实情境的体验而难以唤起写作兴趣的问题,如何改善学生的情境体验和情感参与成为改善写作学习效果的关键。在基于球面视频虚拟现实(SVVR)技术构建的体验式写作学习环境中,通过融入体验式学习理念与引导策略,设计了包含具体化经验、反思性观察、抽象化概念、评价与修正四阶段的写作学习活动,并将其运用于教学实践。实证分析结果表明:除思维创新性外,基于SVVR的体验式写作学习环境对学生写作的主题契合性、结构完整性和语言表达具有促进作用,并能够提升学生的情感参与水平;在SVVR的支持下,高情感参与水平的学生有更佳的写作表现,特别是在作品的结构完整性、语言表达与思维创新性上;相较于传统写作学习环境,在基于SVVR的体验式写作学习环境中,学生的阅读习惯与写作成绩间呈现出更强的相关性。可见,SVVR支持下的体验式学习有助于促进学生的情感参与和阅读积累向写作能力的迁移,实现对写作学习效果的提升。同时,有必要强化基于SVVR的智能交互和多感官体验,并将其与教学过程有机整合。     

基于体验学习理论的高职综合实践课程实施

高职综合实践课程是融合了技术知识学习和技术实践培养的综合性课程。基于体验学习理论,高职综合实践课程的教学应以工作项目为核心,采取由具体体验、反思观察、抽象概括和行动应用四个阶段构成的体验学习圈模式,使学生在做、思、学、再做的循环过程中生成经验。     

Exploring problems of self‐directed learning within practice and discourse

Self‐directed learning is an important feature in using experiential approaches with adult students. It is both part of a theorisation and the basis of certain kinds of practices which together form a ‘discourse’ of self‐directed learning. The paper critically examines the general characteristics of this discourse and considers the consequences of the assumptions made about adult learning and teaching.

Case studies of practice involving experiential teaching approaches with two different groups of adult students are then presented and analysed. The idea is to show how the discourse of self‐directed learning relates to these actual situations of practice, it is clear that the discourse since it cannot take account of context misleadingly assumes adult learners to be naturally self‐directing. Practitioners, therefore, need to have a critical awareness of the frameworks of thinking and action which can be imposed by any discourse even if it purports to be ‘student‐centred’.     

The Experiential Learning Cycle in Undergraduate Diversity and Social Justice Education

Teaching for diversity and social justice is the teaching of complex abstract ideas about privilege and oppression, such as the social construction of social groups and identity. An effective way to teach this material is with experiential learning, but this approach requires much more than exercises and activities. Courses must be consciously structured to emphasize both the elements and cycle of experiential learning, as well as attending to critical thinking and the potential for cognitive dissonance. An example of this process from an undergraduate course is presented to demonstrate course construction, experiential learning strategies, and initial outcomes.     

Outcomes of two different methods in careers education

This evaluative study compares two different approaches in careers education, an experiential approach and a cognitive approach. Participants were 306 Icelandic adolescents split into three groups, an experiential, a cognitive and a control group. The evaluative criteria were chosen with expressed learning objectives in mind. The cognitive and the experiential groups progressed significantly more than the control group, with the cognitive group surpassing the experiential group on the integration level of vocational constructs, which is interpreted as progress in organised thinking of occupations. Implications for practice are discussed.     

打造体验式学习数学课堂的策略探析

体验式学习是一种突出学生主体地位、增强学生认知感悟、促进学生知识和能力共同发展的教学手段,可以激发学生对数学学习的兴趣,促进学生自主探究能力的提高,培养学生的逻辑思维与解决问题的能力。教师应从创设教学情境、优化合作探究、编创数学游戏、组织实践活动等方面,探析打造体验式学习数学课堂的教学策略,提高教学质量。     

Learning Experientially through Case Studies? A Conceptual Analysis

In this conceptual article three points are made. First, reasons are offered for why experiential learning approaches are often implemented incompletely in higher education teaching. Secondly, it is argued that the case studies approach to teaching in higher education, if properly facilitated, is an effective way to provide students with the opportunity to become involved in all four phases of Kolb's experiential learning cycle. Thirdly, drawing on previous studies, it is proposed that experiential learning is likely to foster students' learning on a higher-order level, such as their critical thinking ability and propensity for self-direction in learning. The article concludes with suggestions for research to be done by those who teach in institutions of higher education to corroborate the arguments presented.     

A distance education contribution to a social strategy to combat poverty: Open University Community Education courses in Glasgow

Attacking widespread under‐education with limited resources in the scattered, oppressed adult population of South Africa is a formidable challenge. One way of meeting this challenge could be to develop adults’ critical thinking skills, using their own experience as their main educational resource. Experiential learning technology, facilitated from a distance, could provide a means of achieving this aim. Research carried out at a conference on experiential learning at Natal University, Durban, provided an opportunity to assess the viability, desirability and usefulness of this educational method and aim. Participants’ responses indicate that the method is promising, although further experiment and development are necessary, particularly with different groups.

Three issues are discussed in this paper: the nature of the South African educational context, the promotion of critical thinking skills as an adult education aim, and the potential of employing experiential learning technology, facilitated from a distance, as a method of developing critical thinking skills.     

经验导向:帝国理工学院工程教育学习模式新动向

面向工程实践的学习方式改革是高等工程教育改革的主流趋势。帝国理工学院的工程教育与工业界保持紧密的合作关系,"经验导向"是其学习模式的新动向。通过对该校学习模式的深入剖析,解读"经验导向"学习模式的理念与目标、结构与要素、内容与方式、评价与成效,总结其特点,揭示该学习模式折射出的"回归工程实践"和"经验学习观"的教育原理。该案例分析结果可为我国"卓越工程师教育培养计划"的工程学习方式变革提供来自欧洲高水平大学的个案经验和实践启迪。     

体验学习视域下的社区教育方式研究

社区教育的发展告诉我们,社区教育的活力在于学习方式的不断变革和创新。近年来,体验学习方式在社区教育的尝试和应用,引发了我们对社区教育方式的新思考。体验学习方式坚持以学习者为中心,强调学习过程的反思性、开放性和合作性,对于改进社区教育方式具有积极意义。因此,把体验学习方式应用于社区教育,有助于进一步体现社区教育的取向、提升社区教育的品质、激发社区教育的活力、完善社区教育的载体。为此,我们需要用体验学习的理念指导社区教育工作,开展多维度的体验学习方式实践,探索基于网络环境的互动体验方式、基于实践基地的社会体验方式以及基于实训基地的培训体验方式,从而寻求社区教育的新途径和新方法。     

Adult learning: ‘A Key for the Twenty‐first Century’: Reflections on the UNESCO fifth international conference 1997

Experiential learning is part of the canon of the theory and practice of adult learning. However, most of the writing on this subject tends to be normative, i.e. arguing whether or not experiential learning is a ‘good’ thing, or mechanical, i.e. how it occurs and how it can be facilitated. Less has been said about why or how this ‘progressive’ educational idea has become important in educational/training discourse in a period of ‘new right’ government. Drawing on the debates surrounding the notion of postmodernism and, more specifically, the sociology of postmodernism, I suggest that experiential learning offers a space in which the conflicting assumptions and values of the ‘new right’ and ‘new middle class’ (the burgeoning cultural producers and intermediaries) compete for ascendancy, as part of the construction of a ‘common sense’. In general, support from the government for practices that recognize and develop experiential learning have been met with positively by adult educators/trainers, as giving recognition and status to our work. It is suggested that the support for these measures has more to do with the government's desire to restore (self‐)discipline within the social formation. It is argued that experiential learning is integral to postmodernism and, therefore, as adult educators/trainers, in order to understand our own practices better, we need to understand and engage in debates about postmodernism.     

The Use of Reflective Journals to Stimulate Critical Thinking in the Academic Internship

Reflective journals have been widely accepted throughout various educational disciplines for many years as a means of enhancing experiential learning practices. Reflective journals allow for students to gain a better understanding of a given experience and explore the levels of critical thinking as they work through the understanding and learning processes. Critical thinking involves the logical progression from mere knowledge and understanding to the highest levels of synthesis and evaluation. The immediate study presents findings of the analyses of a series of sequential reflective journals presented over the course of a semester-long internship experience. Findings indicate that reflective journals are shown to facilitate progression through the levels of critical thinking as identified in Bloom’s taxonomy and promote a higher level of understanding and application of theoretical concepts to practical experiential learning.     

新媒体、新技术体验学习的设计与实践

新媒体、新技术正以各种方式广泛而深刻地影响社会的方方面面,但是其在教育中的应用情况究竟如何?在新理念构建下的体验式学习环境中开展新媒体、新技术的学习是一个全新的课题。目前教师和学生对教学中引入新媒体与新技术并未给予足够的重视,一个很重要的原因是缺乏相应的学习体验。体验学习在促进学习者知识理解、激发学习者主动性、培养批判性思维等方面有积极影响。基于新媒体、新技术进行体验学习时,一方面要使物理环境遵循未来课堂、体验学习、场馆学习环境设计基本理念,以人为本,重视多角度、多方式地对事物进行呈现,尽可能地促进学习者直接经验的获取和反思;另一方面在体验学习活动设计时要将具体体验、反思观察、抽象概括、行动应用四个学习阶段贯穿其中,充分利用物理环境所提供的空间和技术支持,把获取经验(感知经验和领悟经验)与转换经验结合起来,实现体验学习过程的螺旋上升。     

Application of experiential learning to improve student engagement and experience in a mechanical engineering course

ABSTRACT

This paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of ‘DO, OBSERVE, THINK, and PLAN’ many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly.     

Making Sense of Space: Distributed Spatial Sensemaking in a Middle School Summer Engineering Camp

Spatial thinking is important for success in engineering. However, little is known about how students learn and apply spatial skills, particularly in kindergarten to Grade 12 engineering learning. The present study investigated the role of spatial thinking in engineering learning at a middle school summer camp. Participants were 26 students (13 female, 13 male), predominantly from underrepresented groups. We took a cognitive ethnographic approach, using observations of hands-on engineering learning activities to identify moments when spatial problems arose and how learners made sense of these problems. We describe these processes as distributed spatial sensemaking because they involved both internal (cognitive) processes and also interactions with other learners, materials, and representations. We identified 90 distributed spatial sensemaking episodes in our data set. These episodes facilitated important engineering practices such as hypothesis testing and design iteration. We also found that different activities elicited different types of distributed spatial sensemaking episodes. Our results demonstrate how spatial thinking matters in everyday engineering learning and speaks to the types of engineering learning activities that scaffold particular spatial processes and practices. Our research also shows how cognitive, situated, and distributed theories can be used in tandem to make sense of a complex phenomenon like engineering learning.     

Experiential learning,self-beliefs and adult performance in Senegal

Ability to update skills constitutes a key element in the process of improving adults' performance. Professional skills are usually updated through engagement in active learning by connecting prior experiences to new ones and also sharing information with others through reflection and hands-on activities. Such learning processes can be achieved through experiential learning. Experiential learning can lead to creation of retrievable knowledge, which can be applied to their daily professional activity. Results of this study indicated that experiential learning needs to be rooted in the culture and values of the social environment in which adults live. Further, individual characteristics may influence the impact of experiential learning on adult professionals' abilities to reach higher levels of performance. A random sample of 126 farmers was selected. Data were collected through a questionnaire and were examined by quantitative as well as qualitative data analysis techniques.     

新生代农民工经验学习研究——基于杜威的经验学习模型

杜威的经验学习模型是其经验学习理论的重要组成部分,对新生代农民工经验学习具有重要指导意义。借鉴杜威的经验学习模型,为更好地促进新生代农民工的经验学习,应激发学习动机,增强经验学习的积极性;立足现实生活,营造积极的经验学习情境;重视经验的作用,使学习内容与经验相联系;注重经验反思,培养批判性反思能力;倡导从做中学,采用多样化的学习方式。