如何培养高阶能力——哈蒂“可见的学习”的视角
|
摘要
培养高阶能力已经成为全球知识社会的基本共识,而如何面向所有人有效地培养高阶能力,则是全球教育改革的焦点。哈蒂提出了一个"可见的学习"的模式,并用新兴的学习科学研究对此加以佐证,尝试解决进步主义运动以来的关于如何培养高阶能力的持久争议。这个基于证据的模式在某种程度上论证了某些中国教育传统的有效性,比如"反复练习",但同时指出,"反复练习"并不必然带来高阶能力的发展,而且需要富有影响力的、善激励、有热忱的教师强有力的干预和支持。哈蒂建议教师成为学生学习的激活者、评价者和社会榜样,基于自身影响力的证据寻找最有效的教学策略。
The development of higher-order skills has been universally accepted by the knowledge society worldwide,and the development of these skills for all becomes the focus of global educational reforms. John Hattie proposed the model of "visible learning," which was proved by the emerging learning science,and tried to use it to solve the long-lasting controversy over how to develop high-order skills since the progressive campaign. To some extent,this evidence-based model proved some effective Chinese educational traditions,such as "repetitive practice," but at the same time pointed out that "repetitive practice" did not necessarily lead to the development of higher-order skills;instead,it required powerful interventions and support from influential,inspiring,and passionate teachers. Hattie suggested that teachers should become activators,evaluators and social models for student learning,and seek the most effective teaching strategies based on their own influential evidence.
The development of higher-order skills has been universally accepted by the knowledge society worldwide,and the development of these skills for all becomes the focus of global educational reforms. John Hattie proposed the model of "visible learning," which was proved by the emerging learning science,and tried to use it to solve the long-lasting controversy over how to develop high-order skills since the progressive campaign. To some extent,this evidence-based model proved some effective Chinese educational traditions,such as "repetitive practice," but at the same time pointed out that "repetitive practice" did not necessarily lead to the development of higher-order skills;instead,it required powerful interventions and support from influential,inspiring,and passionate teachers. Hattie suggested that teachers should become activators,evaluators and social models for student learning,and seek the most effective teaching strategies based on their own influential evidence.
引文
[1]黄小莲,刘力.我们需要怎样的课程改革--兼评《“新课程理念”“概念重建运动”与学习凯洛夫教育学》[J].课程·教材·教法,2009,(7).
[2]项贤明.试解“钱学森之问”:国际比较视角[J].中国教育学刊,2012,(6).
[3]BBC News.Would Chinese-style Education Work on British Kids?[EB/OL].https://www.bbc.com/news/magazine-33735517.
[4]Javier C.Hernadez.Study Finds Chinese Students Excel in Critical Thinking Until College[EB/OL].https://www.nytimes.com/2016/07/31/world/asia/china-college-education-quality.html.
[5]Watkins,David A.,Biggs,John B.The Chinese Learner:Cultural,Psychological,and Contextual Influences[J].Comparative Education Review,1999,(4).
[6]邓莉,彭正梅.美国学校如何落实21世纪技能--21世纪学习示范学校研究[J].外国教育研究,2017,(9).
[7]Geertsen R.Rethinking Thinking about Higher-Level Thinking[J].Teaching Sociology,2003,(1).
[8]彭正梅,邓莉.迈向教育改革的核心:培养作为21世纪技能核心的批判性思维技能[J].教育发展研究,2017,(24).
[9]Anderson K.Being an Educational Superpower Is about more than International Rankings[EB/OL].https://www.brookings.edu/blog/education-plus-development/2017/08/28/watch-being-aneducation-superpower-is-about-more-than-international-rankings/.
[10]习近平.决胜全面建成小康社会,夺取新时代中国特色社会主义伟大胜利--在中国共产党第十九次全国代表大会上的报告[R].北京:人民出版社,2017.21-22.
[11]Brigid Barron,Linda Darling.Teaching for Meaningful Learning:A Review of Research on Inquiry-Based and Cooperative Learning[EB/OL].https://pdfs.semanticscholar.org/05bb/40f4937db db7be66b9abeb47dace529e241a.pdf.
[12][16]E.D.Hirsch,JR.Why Knowledge Matters:Rescuing Our Children from Failed Educational Theories[M].Harvard Education Press,2016.56、56.
[13]李子建,尹弘飚.课堂环境对香港学生自主学习的影响--兼论“教师中心”与“学生中心”之辨[J].北京大学教育评论,2010,(1).
[14]Bestor,A.E.,et al.Reviews the Book“Educational Wastelands:The Retreat from Learning in Our Public Schools”by Arthur E.Bestor[J].Education Digest,1985.
[15]Great Minds.A Challenge to the Partnership for 21st Century Skills[EB/OL].https://greatminds.org/.
[17]Kirschner,P.A.,et al.Why Minimal Guidance during Instruction Does not Work:An Analysis of the Failure of Constructivist,Discovery,Problem-based,Experiential,and Inquiry-based Teaching[J].Educational Psychologist,2006,(2).
[18][21][22][39]约翰·哈蒂.可见的学习:对800多项关于学业成就的元分析的综合报告[M].北京:教育科学出版社,2015.19、31、27、301.
[19]彭正梅.寻求教学的“圣杯”:论哈蒂《可见的学习》及教育学的实证倾向[J].教育发展研究,2015,(4).
[20]Killian,S.Hattie Effect Size 2016 Update[EB/OL].http://www.evidencebasedteaching.org.au/hattie-effect-size-2016-update/.
[23]Fisher D,et al.Visible Learning for Literacy,Grades K-12:Implementing the Practices That Work Best to Accelerate Student Learning[M].London:Corwin,2016.
[24][27][32][33][34][35]约翰·哈蒂.可见的学习与学习科学[M].北京:教育科学出版社,2018.260、85、285、287、91、20.
[25]Hattie J.Fisher D.Learning Strategies:A Synthesis and Conceptual Model[J].NPJ Science of Learning,2016.13.
[26]Frey N,et al.Surface,Deep,and Transfer?Considering the Role of Content Literacy Instructional Strategies[J].Journal of Adolescent&Adult Literacy,2017,(5).
[28]Zierer K,Hattie J.10 Mindframes for Visible Learning:Teaching for Success[M].London:Corwin,2017.116-118.
[29]约翰·哈蒂.可见的学习在行动[M].北京:教育科学出版社,2018.13.
[30][31]约翰·哈蒂.可见的学习:最大程度地促进学习(教师版)[M].北京:教育科学出版社,2015.40-167、113.
[36]Chan,C.K.,Rao,N.Revisiting the Chinese Learner:Changing Contexts,Changing Education[M].Comparative Education Research Centre,The University of Hong Kong,2009.6.
[37]Bellmann,J.,Müller,T.Wissen,Was Wirkt Kritik Evidenzbasierter P?dagogik[M].Verlag für Sozialwissenschaften,Springer Fachmedien Wiesbaden GmbH,2011.95-121.
[38]R?mer A.T.A Critique of John Hattie's Theory of Visible Learning[J].Educational Philosophy and Theory,2019,(51).
[2]项贤明.试解“钱学森之问”:国际比较视角[J].中国教育学刊,2012,(6).
[3]BBC News.Would Chinese-style Education Work on British Kids?[EB/OL].https://www.bbc.com/news/magazine-33735517.
[4]Javier C.Hernadez.Study Finds Chinese Students Excel in Critical Thinking Until College[EB/OL].https://www.nytimes.com/2016/07/31/world/asia/china-college-education-quality.html.
[5]Watkins,David A.,Biggs,John B.The Chinese Learner:Cultural,Psychological,and Contextual Influences[J].Comparative Education Review,1999,(4).
[6]邓莉,彭正梅.美国学校如何落实21世纪技能--21世纪学习示范学校研究[J].外国教育研究,2017,(9).
[7]Geertsen R.Rethinking Thinking about Higher-Level Thinking[J].Teaching Sociology,2003,(1).
[8]彭正梅,邓莉.迈向教育改革的核心:培养作为21世纪技能核心的批判性思维技能[J].教育发展研究,2017,(24).
[9]Anderson K.Being an Educational Superpower Is about more than International Rankings[EB/OL].https://www.brookings.edu/blog/education-plus-development/2017/08/28/watch-being-aneducation-superpower-is-about-more-than-international-rankings/.
[10]习近平.决胜全面建成小康社会,夺取新时代中国特色社会主义伟大胜利--在中国共产党第十九次全国代表大会上的报告[R].北京:人民出版社,2017.21-22.
[11]Brigid Barron,Linda Darling.Teaching for Meaningful Learning:A Review of Research on Inquiry-Based and Cooperative Learning[EB/OL].https://pdfs.semanticscholar.org/05bb/40f4937db db7be66b9abeb47dace529e241a.pdf.
[12][16]E.D.Hirsch,JR.Why Knowledge Matters:Rescuing Our Children from Failed Educational Theories[M].Harvard Education Press,2016.56、56.
[13]李子建,尹弘飚.课堂环境对香港学生自主学习的影响--兼论“教师中心”与“学生中心”之辨[J].北京大学教育评论,2010,(1).
[14]Bestor,A.E.,et al.Reviews the Book“Educational Wastelands:The Retreat from Learning in Our Public Schools”by Arthur E.Bestor[J].Education Digest,1985.
[15]Great Minds.A Challenge to the Partnership for 21st Century Skills[EB/OL].https://greatminds.org/.
[17]Kirschner,P.A.,et al.Why Minimal Guidance during Instruction Does not Work:An Analysis of the Failure of Constructivist,Discovery,Problem-based,Experiential,and Inquiry-based Teaching[J].Educational Psychologist,2006,(2).
[18][21][22][39]约翰·哈蒂.可见的学习:对800多项关于学业成就的元分析的综合报告[M].北京:教育科学出版社,2015.19、31、27、301.
[19]彭正梅.寻求教学的“圣杯”:论哈蒂《可见的学习》及教育学的实证倾向[J].教育发展研究,2015,(4).
[20]Killian,S.Hattie Effect Size 2016 Update[EB/OL].http://www.evidencebasedteaching.org.au/hattie-effect-size-2016-update/.
[23]Fisher D,et al.Visible Learning for Literacy,Grades K-12:Implementing the Practices That Work Best to Accelerate Student Learning[M].London:Corwin,2016.
[24][27][32][33][34][35]约翰·哈蒂.可见的学习与学习科学[M].北京:教育科学出版社,2018.260、85、285、287、91、20.
[25]Hattie J.Fisher D.Learning Strategies:A Synthesis and Conceptual Model[J].NPJ Science of Learning,2016.13.
[26]Frey N,et al.Surface,Deep,and Transfer?Considering the Role of Content Literacy Instructional Strategies[J].Journal of Adolescent&Adult Literacy,2017,(5).
[28]Zierer K,Hattie J.10 Mindframes for Visible Learning:Teaching for Success[M].London:Corwin,2017.116-118.
[29]约翰·哈蒂.可见的学习在行动[M].北京:教育科学出版社,2018.13.
[30][31]约翰·哈蒂.可见的学习:最大程度地促进学习(教师版)[M].北京:教育科学出版社,2015.40-167、113.
[36]Chan,C.K.,Rao,N.Revisiting the Chinese Learner:Changing Contexts,Changing Education[M].Comparative Education Research Centre,The University of Hong Kong,2009.6.
[37]Bellmann,J.,Müller,T.Wissen,Was Wirkt Kritik Evidenzbasierter P?dagogik[M].Verlag für Sozialwissenschaften,Springer Fachmedien Wiesbaden GmbH,2011.95-121.
[38]R?mer A.T.A Critique of John Hattie's Theory of Visible Learning[J].Educational Philosophy and Theory,2019,(51).