當教學方法遇上心理學，驚喜無處不在！

技術手段的發明對教育行業產生了深遠影響，在全球化教育的背景下，怎么個性化教學？怎么為學生提供更適合他們的學習方式和節奏？電子化設備是否應該被適度地運用到教學當中？心理學所提倡的核心教學模式在真實的教學實踐中的地位是否受到影響？針對上述系列問題，卓爾大方學校學術總監Nathaniel Westfall，根據自己的學術背景和教學實踐經驗給出了自己的分析和答案：

Nate Westfall:有化學碩士學位，以及多個本科學位，包括非正常心理學、拉丁文、生物化學與有機化學。他曾在美國大學任教四年，教授化學與心理學；在美國高中教授科學課程一年，并帶領過多個科學研究小組。Nate曾擔任美達菲國際學校北京校區副校長一職，有兩年國際學校工作經驗。

In recent years,education has seen a divergence of academic techniques and styles of both learning and teaching.However,at their core,the psychologically proven methods of learning should be remembered and encouraged.These methods,including the basic learning model(Fleming),communication,feedback,and self-study,can be adapted to fit particular audiences,but they are still the best known avenues for effective learning.(4)

近年來，教學界出現一些關于教學手段和教學風格的分歧。然而在面對分歧時我們需鼓勵和重視心理學所提倡的學習方法。這些學習方法包括：弗萊明所提出的基本學習模型、交流、反饋和自主學習。學習者可以根據自身的情況選擇合適的學習方法，但以上學習方式是目前公認最有效的學習方式。

Before delving into these tenets of learning,the major changing force of education should be addressed-technology.Electronic tools and personal response systems(such as clickers)have become more popular in classrooms.While it seems that their use allows for more classroom variability,more flexibility with curriculum,and ease of access of information,there are concerns about the lack of discipline and shorter attention spans of students.While these are occurring,their frequency and direct causes are not being accurately reported.Research shows that with proper mediation,these electronic devices can offer increased learning potential.(5)

技術的改革是驅動教育改革最主要的動力。我們現在已經可以越來越廣泛的在教室里看到電子設備所支持的教學。電子設備的介入，為課堂教學注入更多的可能性，使課堂更加靈活、高效、信息化。但將電子設備引入教學有利有弊：

Many of the learning aides still used by students and teachers are,in fact,out-of-date and ineffective in this changing world.It has been shown that summarization,keyword mnemonics,and intensive reading/rereading are only effective in certain rare cases that make up a relatively small amount of students.(2)

現行的教學工具許多已經無法跟上時代的步伐，且效率低下。研究證明，教學中常用的總結、關鍵詞記憶、和精讀只在極少數情況下有意義。

As the technology of the world changes,so too should the technology of the classroom.Learning needs are progressing as a result of large social changes and globalization.This should mean that education should likewise change.Keeping the core methods of learning-reading,writing,listening,and speaking(Fleming).We should adapt our styles to a more sociable and communicative approach.However,learning should always keep the four main methods of learning at its heart.(7)

由于科學技術的變革，教學界也面臨著無法避免的變革。在全球化的背景下，我們需要將我們的教學方式變得更加靈活以適應時代的轉變。然而，聽、說、讀、寫作為基本的四大學習方式需一直處于教學的核心位置。

One of the most important tools for learning in the classroom is communication.Whether basing communication styles on Piaget or Vygotsky,having an open and communicative classroom is conducive to classroom learning.Furthermore,allowing students to ask questions of the teacher and each other is paramount to good understanding.Students should be guided to build concepts on previous work in a relevant manner.This allows for a continuation of communication and learning.(6)

溝通——課堂教學最主要的手段之一。維持一個開放的交流環境有利于課堂教學的展開，有利于學生吸收課堂知識，有利于學生發展學習方法。

Feedback is important for students to gauge their own abilities and their place in a particular curriculum.This information can help them engage their peers about subjects in which they are either weaker or stronger and lead to open communication.This will increase the learning occurring in the classroom.In addition,feedback allows communication between students and teachers to remain open,increasing exposure to the subjects and giving more opportunity for inquiry.(8)

反饋——另一個有效支持教學的方法。學生可以通過反饋查漏補缺，并進一步加強與教師之間的交流。

Learning in the sciences and mathematics has been researched extensively among high school and junior high school aged students.Their findings support a loose pattern of abilities in these disciplines,rather than an average trend.This means that students generally learn the sciences and mathematics at quite varied paces.With this in mind,students of these subjects should be given the time they need to focus and learn-quick students given extra or more in-depth work and slow students given more time and attention for the regular pace of the work.(3)

大量的研究調查了初中生與高中生在科學和數學學科的學習情況。研究表明，這兩大科目是學生能力分級最明顯的科目。建議的教學方式是根據學生本身的學習能力提供更明確的分級教學，而不是單一的依據年級教學。

Allowing students to learn a a pace that fits their learning styles gives a higher chance of thorough understanding and long-term memory gain.Students should be given the freedom to learn at the optimum pace for themselves,not for anyone else.Teachers should supervise students inasmuch as students need guiding,especially to remain focused.Otherwise,students-especially teenage students-should be allowed to grow at their own pace,with teachers should monitor loosely.(1)

依據學生的學習風格進行教學，可以促進學生對知識的吸收和長期記憶。學生應該用更適合他們自己的學習方式學習，應該提倡以學生為中心的教學方式，教師應該更多的提供引導與協助，而不是主導學習過程。

In conclusion,while students should be allowed to learn in the styles and at the pace that is optimum for them,this is challenging with a globalizing populations that try to have students fit averages.Electronics should be utilized,but not abused or overused.Classrooms need to become a place of open discourse between students and teachers.All of these things are necessary in a changing world,but the core learning modes-psychologically proven-remain vital to true academic success.

結論：在全球化教育的背景下，大部分的學校都在嘗試讓學生保持平均水平，這使得個性化教學充滿挑戰，但學校還是應該努力嘗試為學生提供更適合他們的學習方式和節奏。電子化設備應該被適度地運用到教學當中。教師應該是學生和教師自由交談的場所。以上的變革都將不可避免，但心理學所提倡的核心教學模式在真實的教學實踐中會始終保留他們的地位。

1.Chapelle,O;et alia.(2009).Semi-supervised learning.IEECIS.

2.Dunlosky,J;Rawson,K;Marsh,E;Mitchell,N;Willingham,D.(2013).Improving students’learning with effective learning techniques.JAPS.14(1).4-58

3.Hastie,T;Tibshirani,R;Friedman,J.(2008).Unsupervised Learning.The Elements of Statistical Learning.Springer Science Publishing.

4.Lovat,T;Clement,N.(2008).Quality teaching and values education.Journal of Moral Education.37(1).1-16.

5.Moss,K;Crowley,M.(2010).Effective learning in science.Journal of Computers and Education.56(1).36-43.

6.Powell,K;Kalina,C.(2009).Cognitive and social constructivism.Journal of Education.130(2).241-250.

7.Siemens,G.(2014).Connectivism:a learning theory for the digital age.IDTL.52(11)42-57.

8.Siemens,G;Long,P.(2011).Penetrating the fog:analytics for leaning and education.Journal of Education.132(1).30-33