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一种新的个性化教育模式
Two examples of future schools that have always seemed very interesting are the schools proposed by George Leonard. The first of these appeared in a book that came out in 1968, Education and Ecstasy, and the second in an article in Esquire in 1981. We consider only the first of these two. Leonard splits the school into two distinct pieces, one concerned with cognitive aspects of learning and the other with effective learning. Technology plays a major role only in cognitive learning. The learning dome is the arena for this. Computers are placed around the perimeter of the dome, each with large screens touching neighboring ones. Students carry an identifying electronic box as they approach a computer. The computer has full records of just where the child is in all subjects, and as with all highly interactive material, these records show where difficulties are occurring. They are updated as the student progresses. Part of the information about each child is obtained by examining brainwaves. And neighboring children are brought together when possible, with the double screen having activities of both children.
教师在学习中的作用
The art of correctly tailoring the use of extrinsic reinforcement in the classroom to enhance intrinsic motivation to learn lies in the hands of the teacher. After becoming familiar with various theories of learning, the teacher is in a position to perceive their students’ learning experiences from a new perspective. Having this broadened insight toward students’ motivation to learn helps the teacher to become more conscious of their own behavior and the events that take place in the classroom. The Skinnerian approach for a teacher to use power to reward and punish their students to motivate them can be ineffective if executed in and of itself. The role of the teacher is comparative to that of a manager because they use their power to reward or punish their students to get results. An effective teacher should not be a traditional manager, but should strive to be a modern manager. A modern manager spends the majority of their time structuring the workplace (classroom) to make it more satisfying for their workers (students). Satisfied workers (students) are much more productive. A teacher as a modern manager must empower their students to learn. Teachers who are well-prepared and enthusiastic about their subjects and are able to convey their enthusiasm to their students are likely to increase the students’ interest in the material. This practice may appear to be simple to convey on the surface, but teachers are constantly faced with controlling reward structures, deadlines, constraints, surveillance, and external evaluations. These are all undermining factors of intrinsic motivation.
行政和社区在学习中的作用
When administrators are more autonomy-oriented, they provide teachers with opportunities to try new things, to teach in their own ways, to choose optimal challenges, the teachers seem to be more intrinsically motivated. Teachers need administrators who respond to their initiations and support their practicing methods to remain intrinsically motivated in the same way that students need teachers to respond to their initiations and mastery attempts to remain enthusiastic about learning. School administrators and the community in general, need to be supportive of teachers’ efforts to
try new things, to respond to the challenges, and to teach according to their preferred methods. If the climate of the educational system were more informational and autonomy-oriented in nature, it would foster teachers’ intrinsic motivation for teaching. In turn, teachers would be better able to foster intrinsic motivation in their students.
全国性基本课程表
Learner is at the center of the vision. If we had to look at the two main ideas on which modern education may be argued, we would boil down to Plato’s liberal education and Rousseau’s progressive and radical orientations. The vision mentioned above clearly complies with the progressive orientation where the learner is put at the center. Such revolution, started by Rousseau, is quite important for us, as it is all about this: putting the learner at the center. People think only to preserve their child’s life; this is not enough, he must be taught to preserve his own life when he is a man to bear the buffets of fortune, to brave wealth and poverty, to live at need among the snows of Iceland or on the scorching rocks of Malta. If we had to look at the old national minimum curriculum (NMC), the question was “What should we teach?”, and thus putting the knowledge at the center.
On the other hand, there are other aspects that link the NMC to the other main theorist (mainly Plato and Dewey). An interesting point to mention would be the idea of justice which links our curriculum in the year 2000 to what the first curriculum, written by Plato, had mentioned in 400 B.C. In fact, the national curriculum starts with Justice and there is an assumption that we want the society to be socially just. These ideas show that after observing the various theories of curriculum that emerged throughout the history of philosophy, we cannot identify one in particular with which today’s curriculum was designed.
教科书的统治地位
The major learning modes in schools and universities are the lecture and textbook. Lectures date at least back to classical Greece, 2,500 years ago; textbooks come from a more recent technological development, the printing press. Both textbooks and lectures provide little individualization, so neither work well considering the wide range of background and experience found with students today. The advantage of books and lectures is that they can provide integrated whole courses, not just fragments.
