地理教學(xué)外文翻譯（節(jié)選）

1、<p>　　1600漢字,1000單詞，6000英文字符</p><p>　　Most college geography teachers are largely occupied with mastering the content or subject matter of their teaching and, as a result, have little time and energy fo

2、r evaluating the teaching techniques or approaches they employ. Undoubtedly, the majority of post-secondary geography teachers rely on the lecture or lecture-discussion method as their primary teaching approach. This pra

3、ctice is not surprising since there is a tendency to teach as one was taught, and the lecture or lecture-discussion </p><p>　　The teaching approaches to be discussed here are student-centered rather than te

4、acher-centered techniques. Limiting the discussion to student-centered approaches does not imply that the lecture or lecture-discussion format is passe or ineffectual nor that the techniques discussed herein are a remed

5、y for all teaching ills. Indeed, the voluminous research on the various approaches to the teaching-learning process is inconclusive about which method or approach is best.</p><p>　　In student-centered teachi

6、ng the student assumes more responsibility in the learning process, and the teacher assumes the role of facilitator of learning and resource person rather than that of dispenser of learning. Instructors do not abdicate t

7、heir academic leadership role in the classroom; they merely reinterpret it. Student-centered approaches focus not only on subject matter, but also on the processes of student inquiry, problem solving, and interpersonal

8、 skills. Classroom use of these pr</p><p>　　The goals of each of these teaching approaches are alike in that they aim to teach students skills as well as subject matter. Each requires the teacher to move to

9、the periphery of the classroom action, to organize students into self-teaching and self-governing groups, and to act as a guide and resource person. The teacher also works closely with each group in order to insure that

10、they are on target and progressing properly. In practice, small groups are typically composed of four to seven studen</p><p>　　The small group approach to teaching and learning can be implemented in a variet

11、y of ways in the classroom, and the reader is referred to the included references for details on organizing and structuring such learning processes. The general approach is flexible enough that it can be used exclusively

12、 or in conjunction or interspersed with lectures and discussions. Typically, each group organizes itself, divides tasks, and completes a project that is presented to the class for response and critici</p><p>

13、;　　Individualized approaches to teaching and learning had their impetus in the fact that students are different in their learning rates, styles, and competencies as well as in their goals and interests. Individual instru

14、ction and learning is a deliberate attempt to take these differences into account. It is unfortunate that most post-secondary instruction still assumes that students learn from the same instructional strategy, approach c

15、ourses with the same interests and competencies, and end their </p><p>　　Several individualized teaching techniques can be easily integrated into typical course and classroom situations. Learning contracts a

16、nd guided independent study are quite effective approaches to providing personalized and individually relevant instruction. The various ways these approaches can be integrated into college geography courses have been d

17、iscussed in detail elsewhere.</p><p>　　In conclusion, this brief review presents college geography teachers with student-centered alternatives to the teacher-centered approaches common in most post-seconda

18、ry classrooms. It focuses on small group and individualized approaches to teaching that are thought to have promise for easy integration and introduction into typical college geography class and course structures. Combi

19、ning such approaches with the lecture or lecture-discussion format and, therefore, emphasizing instructional opt</p><p>　　Our 5-year experiment with teaching and evaluating an inquiry course has led us to co

20、nclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based c

21、ourse. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely appl</p><p>　　In

22、 summary, we wanted students to emerge from the course being more likely to approach their studies deeply and to think critically and reflectively about the production of knowledge. We wanted students to improve their co

23、llaborative learning skills while at the same time taking more responsibility and gaining the tools for self-directed learning. We wanted to improve students’ written and oral communication skills and hoped they would em

24、erge from the course with an enhanced love of learning. Th</p><p>　　大多數(shù)大學(xué)地理教師都忙于掌握教學(xué)課本內(nèi)容，幾乎沒有時(shí)間和精力評價(jià)分析自身的教學(xué)技巧和方式。毋庸置疑，多數(shù)大學(xué)地理教師都以講授或講授-討論的方式作為主要教學(xué)方法。采用這一方式并不令人吃驚，因?yàn)楝F(xiàn)在的教學(xué)趨勢便是被動(dòng)學(xué)習(xí)，并且講授或講授-討論一直都是大學(xué)教育方式的支柱。大班教學(xué)和忽

25、視多樣教學(xué)也是導(dǎo)致普遍講授教學(xué)的原因。然而，也有另一些與大學(xué)地理相關(guān)和適用的教學(xué)與學(xué)習(xí)技巧。本文目的即在于簡要溫習(xí)和指出近期在高等教育問題上討論的幾種教學(xué)技巧，每種技巧都是為提升大學(xué)教育而設(shè)計(jì)。本文有望提高讀者對現(xiàn)今教學(xué)技巧思考的意識，且將這些技巧應(yīng)用于班級教學(xué)。雖然有些教學(xué)技巧已用于大學(xué)課堂，但對于大部分教師而言，一些技巧仍是新的嘗試。</p><p>　　本文將討論的教學(xué)方法是以學(xué)生為中心，而不是以老師為中心

26、的教學(xué)方法。課堂以學(xué)生為中心并不表示講授或講授-討論方法已過時(shí)或無效，也不表示本文將討論的教學(xué)方式將治愈教學(xué)詬病。事實(shí)上，對講授-學(xué)習(xí)過程的大量研究和各種方法并不全面，這些研究并未提出最好的理論或方法。</p><p>　　在以學(xué)生為中心的課堂中，學(xué)生將在學(xué)習(xí)過程中肩負(fù)更大責(zé)任，而老師則擔(dān)任教學(xué)推動(dòng)和顧問的角色，而不是學(xué)習(xí)分配者。教師在課堂中并未失去學(xué)術(shù)領(lǐng)導(dǎo)力，他們只是重新解讀課本。以學(xué)生為中心的教學(xué)方法不僅注重

27、課本，還注重學(xué)生獲取知識、解決問題和人際交往的過程。課堂中對這些過程的利用將對學(xué)習(xí)起補(bǔ)充作用，也是對以教師為中心的講授-討論教學(xué)的完善。因此，有助于改善由過多強(qiáng)調(diào)講授（在一定程度上有效的教學(xué)方法）造成的學(xué)習(xí)不平衡性。</p><p>　　每種教學(xué)方法的目標(biāo)都大同小異，目的都在于教授學(xué)生技能與課本知識，且都要求老師開展課堂周邊活動(dòng)，學(xué)生組織自學(xué)自主小組以及老師擔(dān)任指導(dǎo)和顧問。老師需參與每組活動(dòng)以確保每個(gè)學(xué)生都參與且

28、進(jìn)展順利?；顒?dòng)中，每個(gè)小組由4~7個(gè)學(xué)生隨機(jī)組成或根據(jù)學(xué)生興趣組成，最佳組合是每組由興趣各不同的學(xué)生組成。在這一課程主題中，每組都能集中解決同一或不同問題、主題或問題分工，并且在老師的領(lǐng)導(dǎo)下，可依次由老師分配或小組自主選擇問題。</p><p>　　課堂上的小組教學(xué)方法多種多樣，本文提到的是關(guān)于組織這類學(xué)習(xí)活動(dòng)的細(xì)節(jié)的一些參考信息。多數(shù)方法都比較靈活，可獨(dú)立使用或者與演講和討論方法配合使用。一般來說，要回答或者評

29、價(jià)某個(gè)課題時(shí)，各個(gè)小組都自行組織分配任務(wù)，將其完成。每個(gè)學(xué)生都要上交文章，教授和小組成員會(huì)對文章進(jìn)行閱讀和批改。以此來提高學(xué)生的交流能力，責(zé)任感和參與度。</p><p>　　當(dāng)學(xué)生的學(xué)習(xí)速率，學(xué)習(xí)習(xí)慣，學(xué)習(xí)能力和學(xué)習(xí)目標(biāo)與興趣存在差異時(shí)，因材施教就很有益處。因材施教將這些差異都納入考慮范疇。但不幸的是，在研究生教學(xué)中，人們依舊認(rèn)為所有的學(xué)生都適用于同樣的教學(xué)方法，擁有同樣的興趣和能力，最后要以課堂結(jié)論來完成學(xué)習(xí)

30、。</p><p>　　具體課程和課堂環(huán)境可以將幾種針對性教學(xué)方法整合運(yùn)用。學(xué)習(xí)對比和引導(dǎo)學(xué)習(xí)是行之有效地個(gè)性化教學(xué)方法。本文還對大學(xué)地理課堂上整合使用各種教學(xué)方法進(jìn)行了探討。</p><p>　　總之， 本文呈現(xiàn)了，以學(xué)生為中心和以教師為中心的大學(xué)地理教師，在研究生教學(xué)授課中方法大多相同。這種授課重視小組教學(xué)和因材施教，人們認(rèn)為這種方法易于整合，也易于將其引入典型的大學(xué)地理課堂和課程結(jié)構(gòu)

31、中。將這類方法與演講和課堂討論結(jié)合起來，強(qiáng)調(diào)不同的教授方法應(yīng)該旨在提高地理學(xué)科教育，幫助整合近來在地理文獻(xiàn)方面有分歧的教育哲學(xué)。</p><p>　　通過針對教育和評價(jià)探究性課程進(jìn)行的長達(dá)5年的實(shí)驗(yàn)，我們得出結(jié)論，探究是高等教育中的有效教育方法，可以鼓勵(lì)學(xué)生在學(xué)習(xí)中有目標(biāo)有沖勁。本文提出了設(shè)計(jì)探究性課程所需的重要組成部分和程序。為探究提供了實(shí)用模型，這些模型描述了這樣的課程的結(jié)構(gòu)和功能，以及學(xué)生的學(xué)習(xí)目標(biāo)。這種探