基于SecondLife的体验式学习活动设计

文章借助当前流行的SecondLife三维虚拟平台,在分析其特点和体验式学习相结合的优势的基础上,探索在该平台上构建学习环境,开展体验式学习活动。认为借助SecondLife所构建的虚拟学习环境,具有高度的仿真性,学习者通过化身可视化、"面对面"地以文本、语音、表情等方式互动,借助相关工具进行学习评价和自我反思,从而获得良好的体验学习效果。     

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.     

“从经验中学习”:涵义、价值与高职教育的操作策略

在职业教育教学中进行"从经验中学习",有利于学生掌握工作过程知识,有利于提高学生自主学习的能力,有利于增加学生的就业机会。当前在我国高职院校开展"从经验中学习",还存在着将工作过程知识理解为简单的操作性经验,学生所学内容缺乏工作知识含量等方面问题。高职院校应深度挖掘工作过程知识,开发课程与教学内容;开发与设计学习型实训场所与岗位;建立专兼职相结合的教师"实践共同体",实现培养学生综合职业能力的目的。     

Revisiting the Pink Triangle Exercise: An Exploration of Experiential Learning in Graduate Social Work Education

The pink triangle exercise is an example of an experiential learning exercise that creates cognitive dissonance and deep learning of unrealized internalized biases among social work students. Students wear a button with a pink triangle on it for 1 day and write a reflection paper. The exercise increases self-awareness, cultural competence, and the understanding of abstract concepts. An analysis of reflection papers over three annual courses revealed consistent themes, which were presented back to students. The thematic analyses, an application of the process of experiential learning, and the implications this exercise and type of learning are presented.     

大学生职业发展教育课程体验式教学实践探索——以上海海关学院为例

阐明了大学生职业发展教育课程体验式教学的内涵,同时结合上海海关学院《大学生职业发展与就业指导》课程教学实践方面的探索,具体剖析了体验式教学的实施方略,并对教学实践进行了自我反思。     

Teach-In: Positive Responses during Divisive Times

In response to the well documented divisiveness throughout the 2016 presidential campaign, faculty members at one university developed a “teach-in” to help students identify and respond to the resulting difficult communications in positive ways. This was accomplished through planned activities implementing micro/macro theories and skills. In March 2017, as part of Social Work Month, 71 BSW and MSW students participated in a Teach-in event. Paired sample t-tests showed significant differences between pre-post test scores on seven measured items. The teach-in appeared to be successful in increasing student preparedness to talk to individuals with differing political opinions through self-reflective participatory exercises related to their own (and conflicting) political perspectives, knowledge related to understanding contemporary political conflicts, and instruction on positively and professionally responding to divisive communications. Social work educators are important catalysts in helping students effectively respond to and advocate for those threatened during these divisive times. Teach-ins may also be an appropriate tool for addressing contemporary issues when curriculum requirements provide limited options for additional elective course offerings.     

体验学习理念在大学英语口语教学中的应用

课堂教学是学校教育工作的中心,也是高校实施素质教育的主阵地。改变传统教学模式已经成为目前大学英语口语课堂教学改革的趋势。体验学习是一种以学习者为中心的、通过实践与反思性结合来获得知识、技能和态度的学习方式。结合体验学习理念及学生的认知规律和英语口语教学的特点,教师有必要改变教学理念,运用体验学习模式,采取多元的教学方法与技巧,强调学习者为中心的教学理念、教学环境以符合真实社会需求。     

体验式学习--市场营销教学方法的新探索

为使在校学习的市场营销专业的学生更快、更有效地掌握市场营销的知识与技能,毕业后更快地融入企业的实际市场营销工作中,应探索更加有效的教学方法,培养社会需要的实用型市场营销人才。体验式学习对于市场营销的教学是一种非常有效的方法。     

Integration of Personal/Professional Self (IPPS) Through Reflective/Experiential Learning

This mixed-method in vivo exploratory study examines the learning strategies that prepare students for social work practice and shows that these strategies can make a measurable difference. Though many authors have called for self-awareness to promote cultural sensitivity, the concept of the integrated personal/professional self has not previously been defined, operationalized, or formally validated with any instrument. From 1999 to 2004, a total of 24 Title IV-E stipend students explored personal life issues through an individualized “SELF” course. Thematic analyses and t-tests of alumni data showed significant improvement in cognitive and ethical development, burnout reduction, and competency enhancement by participation in SELF.     

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。     

体验式学习在农村初中物理教学中的应用

物理是一门与生活实际密切相关的科学,对初中生来说学习物理离不开体验,在体验中思考,在体验中感悟,在体验中获得知识和学习的快乐。但在农村环境中,由于经济条件的限制,实验室无法完全满足学生体验学习的需求,这就需要教师探索实践,寻求别的方法来达成目标。探讨体验式学习的概念和特点,结合案例探索和思考如何在农村环境中帮助学生实现体验式学习。     

体验式学习法在数学教学中的应用刍论

小学阶段的数学教学需要更多化抽象为具体的教学手段,体验式学习法能够契合学生的身心特点,对提升学生的学科素养有积极意义。文章阐述体验式学习法的含义与特征,并从三个方面论述体验式学习法的具体运用策略。     

SWOT Criteria for the Strategic Evaluation of Work Integrated Learning Projects

Abstract

Work integrated learning (WIL) is an integral part of the curriculum in higher education institutions (HEIs). WIL project leaders require a strategy to evaluate the success of WIL projects. This article reports on the evaluation criteria used in assessing the strengths, weaknesses, opportunities and threats (SWOT) identified in WIL projects. This multi-qualitative research was conducted to determine and confirm the SWOT criteria deemed significant for WIL project evaluation. Feedback was collated from 12 WIL specialists, representing the major HEIs in South Africa. The Delphi technique and inductive content analysis formed the basis of the research method. The key finding revealed that the strengths of WIL projects should be evaluated by measuring how well the WIL project maintains a competitive advantage and has a strong financial budget. Major weaknesses of WIL projects are a lack of strategic direction and the HEI’s lack of sound academic offerings and reputation.     

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

In social work, it is believed that certain knowledge and skills are learned more effectively through experience than through didactic classroom content. Members of the faculty of a school of social work have developed a Social Action Day to reinforce curriculum and translate into practice material about advocacy and ethical responsibilities for social action; show the breadth of social work practice; and enhance the school's sense of community. The authors share their experience to inspire other social work faculty, so that they are better able to foster student interest and passion for political action that may generate social change.     

Practicing What We Preach in Teacher Education: A Critical Whiteness Studies Analysis of Experiential Education

In this article I problematize the reasons for and methods through which I incorporated an opportunity for experiential learning, via a Community Inquiry Project, into my own teaching. I take the stance of a teacher-researcher to closely analyze the specific documents and tasks used to introduce pre-service teachers to the project. I draw on sociocultural approaches to teacher development and literature on experiential education in teacher education to provide a background for the project and the self-study and offer critical whiteness studies as an appropriate lens through which to analyze the various elements of the project. Findings from this study suggest that the project limited the pre-service teachers’ characterizations of community, understandings of sociocultural approaches to learning, relationships to the community, and perceptions of the role of community in teaching. I draw on these findings to suggest that teacher educators share their reflective practices with their students and learn about the diverse experiences of the pre-service teachers themselves to better prepare them to inquire into and draw on knowledge of communities as they work with diverse populations of students.     

Implementation of Real‐World Experiential Learning in a Food Science Course Using a Food Industry‐Integrated Approach

Success skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and written communication, critical thinking, problem solving, and team work. The aim of this study was to incorporate “real‐world” experiential learning into a food product development course. Undergraduate students enrolled in a food product development course worked on a semester‐long product development case study developed by the Instructor of the course and the Manager from ACH Food Companies, Inc. The case study was presented to students in the form of a product development competition. Students were placed into groups and given the task to develop a cake mix with specified parameters. At the end of the semester, student groups participated in a case study competition to showcase their product concepts. Each student group gave a PowerPoint presentation and was evaluated using selected criteria. Students rated the course overall as being very good. Students perceived the case study to be beneficial and informative regarding employer (ACH's) expectations. Students recommended that the Instructor minimize restrictions/specifications for product concepts and increase the quantity of course/laboratory meetings per week. This approach will continue to be used and further evaluated as an approach to incorporate active learning and provide food science undergraduates with a sense of employer expectations.     

实践教学在民办技术型本科教育中的意义

独立的民办本科教育如何突出技术型本科的特色，本文的结论是坚持以实践教学为本位。因为只有实践教学才能有效地适应实践性课程教学和实践型人才培养的要求；而且在知识经济条件下，知识的内涵发生了深刻的变化，知识的应用性、实践性、流动性和个体运用过程的独创性日益得到彰显，只有实践教学才能满足新的知识观念对教学的新要求。     

Finding,Serving, and Housing the Homeless: Using Collaborative Research to Prepare Social Work Students for Research and Practice

Social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This article describes methodologies of the Point-in-Time Count and Homeless Management Information Systems and proposes strategies for integrating additional content around homelessness into the social work curriculum in research courses and beyond. This integration can meet student needs regarding experiential research, as well as agency and community needs for effective collection and use of data. A case example and proposed best practices describe opportunities for university–community collaborations in homelessness research.     

体验式学习理论及其对成人教育的启示

"体验式学习"是指在设定学习目标的前提下,学习者在真实或者模拟的环境中.进行切实的实践或体验,然后通过反思、感悟分享,实现自身知识、能力以及态度的提升与重构的一种学习方式.它以学习者为中心,注重体验和反思,强调体验和反思之间的平衡.它一般可以分为:制定目标、具体体验、反思观察、抽象概括、行动应用等环节,具有学员主体性、情境性、行动性、反思性等特征.本文论述了体验式学习的定义、理论发展、特点及其对成人教育的启示.