如何引导A Level学生主动学习（一）

2017-08-10 2324浏览

While in East Africa, Lee also established numerous outreach and professional development programmes for local government schools, as part of the Academies’ broader development remit.

Before this, Lee was Head of Online Professional Learning at the International Baccalaureate Organisation and has held senior leadership positions in schools in Argentina and Sri Lanka.
随着中国学生海外留学的意愿不断加强，如何为学生在大学里的学习和生活做好准备成为学生和家长共同关注的问题。一项由美国国家科学院进行的研究表明，就挂科率而言，接受传统课程教育的学生，比起接受鼓励主动学习课程的学生，挂科率高出1.5倍，也就是说，那些懂得主动学习和深度学习的学生在大学里的表现会更胜一筹。
As the desire for students to go to university increases, the need to prepare our students well for university increases too. Studies show that students excel more at university when they are taught to be active and deep learners. A 2014 study from the National Academy of Sciences shows that students in a traditional lecture course are one and a half times more likely to fail, compared to students in courses where active learning is encouraged.

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“主动学习”要求学生充分参与到学习的过程当中，发挥分析、评估、解决问题、统筹、批判性思考和创新等个人能力，更加深入地思考问题。这种学习方式能够帮助学生加深对知识的理解，并应用所学知识解决问题。这在学生的大学生活、甚至是职业生涯中，都是一项不可或缺的技能。
Active learning requires students to think harder by engaging in their own learning and utilizing skills of analysis, evaluation, problem solving, synthesis, critical reasoning and creativity. It develops understanding so that students can apply what they have learned to solve problems, which is a necessary skill for students to have as they move on to universities, and then careers.

在中国，很多课堂教学常常要求学生死记硬背，并不鼓励学生主动学习。这种教育方法虽然能使学生牢固地掌握学科知识，但并不能让他们懂得知识背后的“为什么”，也很难帮助他们将学到的知识应用到新的情境当中。与此不同，剑桥国际课程会鼓励学生在课堂上主动学习，以改进学习效果。为此，我们非常注重教学质量的提高。我们的教师不仅重视学习成绩，也十分关注学生的学习过程。他们不断反思总结教学方法，并围绕三大核心理念进行授课：先入之见、深度学习和后设认知。
However, many Chinese students are not encouraged to learn actively in the classroom. They are often taught only to memorize facts. As a result, while they have solid subject knowledge, they fail to understand the ‘why’ behind it and are not capable of applying their knowledge to new situations.
At Cambridge, we aim to improve teaching and learning for Chinese students by encouraging active learning approaches in the classroom. We believe improving teaching is the single most important intervention that a school can make to improve learning and performance. Excellent teachers are highly reflective and focus not only on the outcomes or products of learning, but also on the process of learning. This process at Cambridge circles around three big ideas of learning: preconceptions, deep learning, and metacognition.

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