優(yōu)質(zhì)全方位學習經(jīng)歷之反思與解說

1、優(yōu)質(zhì)全方位學習經(jīng)歷之反思與解說,目標,掌握如何在體驗式的學習經(jīng)歷中進行優(yōu)質(zhì)的反思與解說提升教師作為學習促進者的能力,有效地協(xié)助學生建立具反思能力的思維總結(jié)出一些實用的反思與解說的策略和方法,作為設計全方位學習活動時的參考,拓寬學習時空　　凝聚社會力量,全方位學習是把學習空間從課室拓展到其他環(huán)境的策略透過教師靈活地利用多樣化的環(huán)境和社區(qū)資源配合時、地、人各方面所組成的學習情境讓學生獲得一般在課堂上難以體會的經(jīng)驗,學生學習,學習情

2、境（時、地、人）,全方位學習,學會怎樣學習,導向性學習,多官能學習,協(xié)作學習,擁有感,有價值和愉快的經(jīng)歷,暢態(tài)的經(jīng)歷,,,,,,,,,,推行活動的策劃表,檢視每一階段的分界點,反思和解說,學生主動學習,教學設計,反思策略,解說活動,教學目標和情境,,,,Reflection & Learning,WHY?Reflection on learning (從反思中看到學習成果和不足，掌握學習方向)Reflection for

3、learning (反思本身也是學習過程，能促進學習。透過檢視學習策略的得與失，掌握改進方法)Reflection for learning to learn (反思的重要精神在於建立自省能力和習慣，讓學生成為能持續(xù)發(fā)展的主動學習者),WHEN?Reflection in action (在行動中反思)Reflection on action (對行動作出及思)Schon, D. (1983, 1987),¨,H

4、OW? e.g. through quality debriefing with ample time and space,,,從工作坊總結(jié)出一些反思與解說的策略和方法,Deconstructing debriefing and reflection approaches in this workshop,Lead-in activities: Activate / Provide prior experiencesPr

5、ovide experiences feelings and information make inference and deductionLearners generate questions and reorganise the story organise the experiences systematicallyLearners se

6、lect objects as representation logically deconstruct relationships and connectedness5. What can learners do?,,,,,教師在本工作坊(小學)的經(jīng)驗,透過提問 / 發(fā)問刺激學習者掌握自己的感受,繼而思考及重整知識經(jīng)驗 / 價值態(tài)度,發(fā)展成具個人意義的結(jié)構(gòu)。這些提問可以是：教師向?qū)W生作不同

7、層次的提問由學生向經(jīng)歷中遇到的人物發(fā)問透過說故事，讓學習者有系統(tǒng)地組織學習經(jīng)歷,「道具劇場」：選擇物件代表意見或感受，亦可先以幾件物件代表不同的意見或感受，再以這些物件拼湊出一個圖像或型態(tài)「我可以做甚麼？」先由學習者各自提出不同意見再在小組中一齊把意見組織和分類各組展示組織了的意見 /方法 (可貼在附近的牆或板上),教師在本工作坊(小學)的經(jīng)驗,在運用解說和反思策略前,教師需:,自我檢視教學取態(tài),例如教師如何理解學

8、生學習(conceptions of learning)和知識結(jié)構(gòu)(conceptions of knowledge),學生並沒有系統(tǒng)地組織學習經(jīng)歷 (例如：強記或缺乏較深層思考)，所以學習經(jīng)歷並沒有為其帶來具個人意義的知識結(jié)構(gòu),,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,相反地：,The SOLO Taxonomy stands for:Str

9、ucture ofObservedLearningOutcome,The SOLO Taxonomy, Biggs & Collis (1982),The SOLO Taxonomy, Biggs & Collis (1982),It describes level of increasing complexity in a student's understanding of a subject thro

10、ugh five stages.Not all students get through all five stages, of course, and indeed not all teaching is designed to take them all the way.,The SOLO Taxonomy, Biggs & Collis (1982),Pre-structural level: here student

11、s are simply acquiring bits of unconnected information, which have no organisation and make no sense.,http://www.learningandteaching.info/learning/solo.htm,Unistructural level: simple and obvious connections are made, bu

12、t their significance is not grasped.,http://www.learningandteaching.info/learning/solo.htm,Multistructural level: a number of connections may be made, but the meta-connections between them are missed, as is their signifi

13、cance for the whole.,http://www.learningandteaching.info/learning/solo.htm,Relational level: the student is now able to appreciate the significance of the parts in relation to the whole.,http://www.learningandteaching.in

14、fo/learning/solo.htm,At the extended abstract level, the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the s

15、pecific instance.,http://www.learningandteaching.info/learning/solo.htm,教師在本工作坊(小學)的經(jīng)驗,透過提問 / 發(fā)問刺激學習者掌握自己的感受,繼而思考及重整知識經(jīng)驗 / 價值態(tài)度,發(fā)展成具個人意義的結(jié)構(gòu)。這些提問可以是：教師向?qū)W生作不同層次的提問由學生向經(jīng)歷中遇到的人物發(fā)問(Pre-structural + Unistructural Levels)透

16、過說故事，讓學習者有系統(tǒng)地組織學習經(jīng)歷 (Multistructural level),「道具劇場」：選擇物件代表意見或感受，亦可先以幾件物件代表不同的意見或感受，再以這些物件拼湊出一個圖像或型態(tài) (Relational level)「我可以做甚麼？」先由學習者各自提出不同意見再在小組中一齊把意見組織和分類各組展示組織了的意見 /方法 (可貼在附近的牆或板上)(Extended Abstract Level),

17、教師在本工作坊(小學)的經(jīng)驗,在運用解說和反思策略前,教師需:,明白在設計教學時，應照顧到學生的外在及內(nèi)在經(jīng)歷，透過適當?shù)慕庹f讓學生掌握兩者並重組學習經(jīng)歷和知識態(tài)度明白到重組後學習經(jīng)歷和知識態(tài)度才是能持久的學習成果,外在經(jīng)歷External experience,內(nèi)在經(jīng)歷Internal experience,,,多元感觀Multiple Senses,感受與情緒Feelings & emotions,重新建立對

18、所學的意義Changes in meanings of own learning,Marton, F. & Booth, S. (1997),更完整的知識結(jié)構(gòu)Refined cognitive structure of knowledge,,Reflective Learning,Learning to learn,有系統(tǒng)地組織學習經(jīng)歷Organise learning experiences systematically

19、,在運用解說和反思策略前,教師需:,明白感受(feelings)是如何影響學習感受可以在學習經(jīng)歷過程中自然產(chǎn)生感受可以在學習經(jīng)歷過程中/後解說及反思時產(chǎn)生感受可以影響學習過程 (正/負面)感受可以影響知識的結(jié)構(gòu)及價值態(tài)度,智,情,世界,個人,,,解說及反思的策略,,,,個人,群體,將來,現(xiàn)在,認知,感受,解說及反思所涉及的不同層面,思考反省階段 (學習檢視)過程中遇到什麼問題？如何處理？,,歸納階段 (學習檢視)整體學到

20、什麼？,體驗階段(經(jīng)驗回顧)( )全方位學習活動,分享階段 (分享感受)滿意程度重要程度難忘片段,實踐階段 (前瞻探索)如何在生活 / 學習上應用所學的東西？,,,,,,「全方位學習」行動小錦囊,Life-wide Learning Action Kit,http://cd1.edb.hkedcity.net/cd/lwl/Action_Kit/web%201/index.htm,全方位學習活