Learn to Learn a Foreign Language

This essay is a practical step to Learning Theory.By comparing cognitive learning with non-cognitive learning,the author tries to lay emphasis on creative foreign language learning.     

学会学习、学会研究、学会创新——对本科生、硕士生、博士生素质教育的思考

针对社会发展对不同层次人才的不同素质需求,指出我国高等院校在开展素质教育时应不同层次区别对待.提出本科生应重点学会学习、硕士生应重点学会研究、博士生应重点学会创新的素质教育培养目标,同时就如何实现相应的素质教育培养目标提出建议.     

构建课堂的交往模式实践学会学习的教育

以“完全接受式”为主的传统教学模式所带来的直接后果是，学生是知识的“容器”，是教师的“仿制品”，学生自我“造血机能”(会学习的能力)严重缺乏。依据现代教学理论和教学实践而创设的课堂交往教学模式，能够使学生在获取新知的同时，亲身体验学习，探索学习，合作学习，促使学生个体从自我的角度出发探索学习策略，有效地激发学生的内部动机，有效地发展学生的社会化学习方式，从根本上保证学生对提高学习素养的持续追求，为学生建构个性化的学习能力创造条件。     

论学会学习

当前,我们正处在一个科学技术迅速发展,知识量急剧增加的时代,出现了知识增加的无限性和个人学习时间的有限性之间的矛盾,因此,教育再不能像以前那样,传授一套固定知识的过程,而是传授各种有效的方法,去取得任何特定时刻所需要的知识,即"学会如何学习"。素质教育的目标之一就是学生能力的培养,更要培养学生的学习能力,以便让青少年在现代社会条件下学会生存、学会关心。长期以来,受传统教育的影响,中学生学习能力比较弱,学习方法也比较差,他们大都停留在多读、多背、多记、多练、做作业等方面。随着新课程改革的进行,学生的学习能力应该加强,学习层次应该提高。教师不仅要教给学生理论知识,更应该指导学生学会学习。[1]     

视频教科书

In this issue of Video to Learn, we are to find out some high- frequency words and expressions extracted from a video clip of Gossip Girl.     

Learn to Smile

As the saying goes,attitude is everything.Since a smile is a positive attitude,we can often smile to ourselves to become confident and happy.Although there are some situations where we may experience hardship or even failure,we can always smile to ourselves.It can help us overcome many difficulties as well as succeed in the end.     

Teach to Learn

An apparently simple self-study that consisted of a longitudinal review of Grade 12 students' self-reflections from the past five years triggered a personally profound struggle about past classroom practices and surfaced a host of assumptions about teaching and learning. This research challenged the author to enact personal and professional values in his teaching practices. The article concludes with some preliminary “musings” that include reinforcing the importance of having every member of a classroom remain both teacher and student and of the significance of that ostensibly self-evident axiom.     

学为人生 --与研究生谈做人、做事、做学问

做人、做事、做学问是研究生求学成才的三个基本方面.但在实际的学习生活中往往片面或孤立地理解这些方面,忽视其全面意义和它们之间的内在联系,这是一个误区.作者认为做人是做事、做学问的基础;做事是做人的社会性所要求的;做学问是研究生做人、做事的目的和结果.关键要从三个方面做起,则"学为人生"也就实现了.     

视频教科书

下面是根据GO GIRLS视频总结出来的语言精华，看过了以后再看，反复看几遍以后训练，很快就可以熟记于心。需要提醒大家注意的是，看吧学习版的视频涉及的俚语内容很多，是一个让学生们熟悉俚语和西方非正式场合社交圈交际场合（如酒吧文化、小市民文化等）的栏目。但是，这不等于让我们随便使用俚语而忘记更加正规的用法，两者结合并根据不同的语体和环境恰当调用才是正确的做法。     

学会飞翔

从前有一只小鹰,它的巢筑在悬崖上,可以俯视美丽的山谷,那里有瀑布、小河、树木和许多小动物,一边跑动一边享受着他们的生活。     

论学会学习

一、“学会学习”的现代意义１．终身学习与“学会学习”“学会学习”对未来世界的重要性是显而易见的。当今世界的科学技术迅猛发展、日新月异。人类的科学知识正以前所未有的速度剧增。据粗略统计，１９世纪是每５０年增加一倍，２０世纪中叶是每１０年增加一倍，当前则３年到５年增加一倍，知识更新的速度之快，使人们深深地感到“学海无涯”。学校的围墙已被打破，终身学习成了人们的必然选择。怎样学会有效地去学习———“学会学习”又成了人们内在的要求。３０年前，联合国教科文组织的国际教育发展委员会提出的报告《学会生存》就曾…     

Aptitude and Propensity to Learn

This study was designed to investigate the extent to which a policy regarding graduate admission standards exists among selected graduate faculty members at Colorado State College. Twenty judges utilized Normative Judgment Analysis techniques to generate a projected criterion of graduate school success on profile data for thirty randomly selected doctoral graduates. The results of the study indicate that essentially one policy was being expressed by the judges.     

Learning to Draw and Drawing to Learn

Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away.     

试论学会学习

知识经济时代的学生应该学会学习。学会学习要有优秀的意志品质、健康的学习心理、科学的学习技巧、良好的学习习惯。