Training and Learning

Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in ' Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley' takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues about how we should handle the translation of Arbrichtung and arbrichten. I then concentrate on the substantive philosophical issues about the very idea that training can have a pedagogically productive role in education. I show that what work training does is a function of the prior skill set of the trainee. This means that we have to endorse some form of rationalism and acknowledge that the learner can only respond to training if they already possess sufficient mental equipment to generate the appropriate responses.     

Learning,Empowerment and Judgement

Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. The distinction is between activities of learning that involve training and those that involve reasoning. In the former, the pupil is a passive recipient of habits of mind and action. The mechanism by which they acquire these habits is mimesis, not reasoning. In contrast, learning by reasoning involves considerable mental activity by the pupil who has to work out what to think and do. The very mechanism by which the pupil learns is her own capacity to reason, to things work out for herself.

In this paper I argue that there is no basis for this distinction. I argue that, contrary to the dominant empiricist thinking about such things, learning by reasoning is the only credible form of learning. I start with a brief characterisation of the distinction and an account of why it seems so compelling. In §2 I review the empirical evidence from developmental psychology for a rationalist account of language learning as learning by reasoning. In §§3 and 4 I provide a philosophical argument against the place of training and in favour of a rationalist model of learning by reasoning.     

Training and Abrichtung: Wittgenstein as a tragic philosopher of education

As a landmark philosopher of language and of mind, Ludwig Wittgenstein is also remarkable for having crossed, with apparent ease, the ‘continental divide’ in philosophy. It is consequently not surprising that Wittgenstein’s work, particularly in the Philosophical Investigations, has been taken up by philosophers of education in English. Michael A. Peters, Christopher Winch, Paul Smeyers and Nicholas Burbules, and others have engaged extensively with the implications of the later Wittgenstein’s philosophy for education. One challenge they face is Wittgenstein’s use of the word ‘training.’ It appears throughout his discussions of language learning and in his periodic references to education. This is made all the more problematic by realizing that the German term Wittgenstein uses consistently is Abrichtung, which refers to animal dressage or obedience training, which is currently used in sadomasochistic practice, and which also connotes also the breaking of an animal’s will. I argue that this little-recognized fact has broad significance for many important Wittgenstinian insights into education. I conclude by considering how an unflinching recognition of the implications of Wittgenstein’s word choice might cast him as a pessimistic or tragic philosopher of education and upbringing—following German-language traditions—rather than as thinker more compatible with progressive Anglo-American perspectives.     

学习策略培训对二语学习过程的影响

本文试图描述和评估一个学期的策略培训对学习者目标语学习过程所产生的效果,并且对培训的长期效果进行检测。本研究的受试者被分为实验组和对照组,实验组学生参加策略培训,而对照组仍按原教学计划上课。研究结果表明策略培训可提高二语学习者策略使用和学习成效、改善学习情感,同时也分析了妨碍学习者策略应用的因素。     

集中训练和分散训练对大学英语词汇学习策略的启示

通过实验发现在词汇学习策略训练中,分散训练优于集中训练,优差生在接受词汇分类策略时不存在显著性差异;在集中训练中,优中差生对于词汇学习策略训练不存在显著性差异;在分散训练中,优中差生对于词汇学习策略训练存在着显著性差异;优生明显高于中差生。     

英语学习策略及训练探析

在现代大学英语教学中,教师对教与学的认知已发生了很大的变化,学生如何学已经成为教学研究的重点。教师如何教首要的前提是了解学生如何学。英语学习策略可使语言学习取得更好的效果教师在教学中渗透学习策略的训练,能提高学生的学习效果和质量;同时也能促进教师的教学教师通过了解学生的学习策略,调整自己的教学策略和教学方法,从而能更好地提高教学效果。     

国外外语学习策略训练现状综述

外语学习策略训练研究是当今欧美教育界研究热点。文章对国外外语学习策略训练的研究目的，发展过程和学习策略教学模式等方面进行了综述。重点介绍了以策略训练为基础的外语教学(SBI)并指出了在策略训练过程中应注意的问题。     

英语学习策略训练

学习策略是我国英语新课程标准教学目标之一,是提高学习效率、发展自主学习能力的保证。我们必须在英语教学中加强学习策略的指导和训练,培养学生自主学习的能力,从而实现终身学习的目标。     

专家型学习的特征及其培养

专家型学习就是像专家一样来应对新问题 ,处理新任务的学习过程。专家型学习的特点可以从三个层面来分析 :学习过程 ,即如何学习新知识或处理新任务 ;活动特性 ,即如何从事领域活动 ;身份转变 ,即如何做到自主安排活动。培养专家型学习的方法有两类 :( 1 )行为模仿 ,即通过行为训练 ,使新手表现更像专家 ,如速度快、记忆好等 ;( 2 )特征塑造 ,即预先确立思维发展目标 ,然后采用某种方法 ,促使新手像专家一样思考 ,如分析问题、自我调节等。对专家型学习的心理学研究 ,其教育的意义之一就在于 :总结个体成为专家的学习特点 ,在此基础上提炼出一些行之有效的方法和策略 (如认知师徒法、成功智力法、自我解释法等 ) ,以培养像专家一样思维并最终成为专家的学习者     

学习策略训练与英语自主学习能力培养--大学英语专业学习策略训练试验报告

学习策略在外语学习中占有重要的地位,而将学习策略与课堂教学融合起来效果如何还是个有待探讨的问题。本文采用准实验法,以自然班为实验对象,对山西师范大学2001级英语专业两个班65名学生进行了为期一年的学习策略分散培训,即在学生完成学习任务的同时对其逐步补充、训练学习策略。研究发现,学习策略的分散训练,不仅能够增强学生的策略使用意识,而且可以提高学生的学习兴趣,有效提高学生英语综合成绩且有明显的延期效果。     

认知与英语听力策略训练刍议

本文以认知语言学理论为基础,分析了英语听力理解的认知机制。并在认知理论基础上提出听力策略训练的必要性,指出听力策略训练在听力教学中的重要作用。最后,文章讨论了认知在听力策略中的具体运用。     

论大学英语自主学习策略的培训

在阐述英语学习策略和自主学习特点的基础上,针对大学生英语自主学习过程中存在的问题,探讨英语自主学习策略培训方法,以期促使教师认真思考英语自主学习策略培训的必要性,从而推动大学英语教学改革。     

学习型组织理论下的高校师资团队培养分析

本文以学习型组织理论为指导,分析了学习型组织理论下高校师资团队培养的三个特点,及高校师资团队培养在主体、内容、形式和部门角色等四个方面的转变,并就营造师资培养良好的物质和制度环境提出了建议。     

独立学院英语专业听力教学与学习策略的培养

当今学习策略的教学已成为教育教学的目标之一。特别是随着终身教育理念的确立和终生教育体系的形成,学习策略显得越来越重要。但在现实中,学生却缺乏学习的策略、方法和技巧。文章在了解学生现有的学习状况的基础上,从计划策略、监控策略、自我评价策略三个方面简要探讨了独立学院在英语听力教学中策略培养的意义以及培养学生学习这些策略的方法,从而逐步提升其自主学习的能力。     

论数学学习兴趣的激发和培养

兴趣影响和制约着数学学习的效果，激发和培养数学学习兴趣，应作为每一位数学教师终身研究的课题。认识数学的地位和作用、用数学美感染学生、精心设疑等是激发和培养数学学习兴趣的重要手段。     

远程英语学习策略的延伸训练

我们在电大英语本科专业教学中进行的英语学习策略训练,已取得可喜的成绩。为了巩固这一成果,我们的延伸训练通过各种方式,对学生在新任务中使用所学策略的情况进行监督和指导。实验结果表明,这种隐性教学很好地强化了学生学习策略的内化,有效地提高了学生自主学习的能力。     

元认知策略培训促进学生自主学习能力的实证研究

学习者自主性是教育工作者的终极目标。元认知策略指有效学习而采取的管理步骤:如计划、监控和评估。对非英语专业新生进行为期一学期的元认知策略培训的实验研究,证实了策略培训有助于提高学生的自主学习能力的观点。     

促使教师在教师教育技术培训中进行投入性学习

为改善教师教育技术培训的效果,促进受训教师的投入性学习至关重要。促使投入性学习的方式有参与式培训、体验式培训、奥尔夫教学法在培训中的应用,此外还可向优秀培训项目如英特尔未来教育培训汲取经验。     

语言学习策略训练与英语阅读教学

语言学习策略在英语教学中越来越重要。为了提高学生的阅读能力,在阅读教学中教师要尽量强化学生对学习策略的意识,利用课堂活动进行学习策略的教学和训练,使学生真正了解和掌握一些学习策略,并成为他们学习技能的一部分。