【今日阅读推荐】本篇阅读材料为什么挣扎更好?选自《时代》(原文标题:Why Floundering Is Good 2012.4.25)。如果大家觉得比较简单,就当作泛读材料了解了解,认识几个新单词或新表达方式也不错。如果大家觉得这些材料理解上有难度,不妨当做挑战自己的拔高训练,希望大家都有进步^^
Trying to figure something out on your own before getting help actually produces better results than having guidance from the beginning.
Call it the learning paradox: the more you struggle and even fail while youre trying to master new information, the better youre likely to recall and apply that information later.
The learning paradox is at the heart of productive failure, a phenomenon identified by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur points out that while the model adopted by many teachers and employers when introducing others to new knowledge providing lots of structure and guidance early on, until the students or workers show that they can do it on their own makes intuitive sense, it may not be the best way to promote learning. Rather, its better to let the neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start. In a paper published earlier this year in the Journal of the Learning Sciences, Kapur and a co-author, Katerine Bielaczyc, applied the principle of productive failure to mathematical problem solving in three schools in Singapore.
With one group of students, the teacher provided strong scaffolding instructional support and feedback. With the teachers help, these pupils were able to find the answers to their set of problems. Meanwhile, a second group was directed to solve the same problems by collaborating with one another, absent any prompts from their instructor. These students werent able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what theyd learned, the second group significantly outperformed the first.
The apparent struggles of the floundering group have what Kapur calls a hidden efficacy: they lead people to understand the deep structure of problems, not simply their correct solutions. When these students encounter a new problem of the same type on a test, theyre able to transfer the knowledge theyve gathered more effectively than those who were the passive recipients of someone elses expertise.
In the real world, problems rarely come neatly packaged, so being able to discern their deep structure is key. But, Kapur notes, none of us like to fail, no matter how often Silicon Valley entrepreneurs praise the salutary effects of an idea that flops or a start-up that crashes and burns. So, he says, we need to design for productive failure by building it into the learning process. Kapur has identified three conditions that promote this kind of beneficial struggle. First, choose problems to work on that challenge but do not frustrate. Second, provide learners with opportunities to explain and elaborate on what theyre doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems. And to those students and workers who protest this tough-love teaching style: youll thank me later.
【重点单词及短语】
figure out 解决;算出;想出
at the heart of 位于的中心
early on 在早期;从事;经营;继续下去
wrestle with 全力对付;努力克服
refrain from 抑制;克制;忍住
discern v. 识别;领悟,认识
salutary adj. 有益的,有用的;有益健康的
elaborate on 详细说明;阐明
Question time:
1. What is learning paradox?
2. Whats the function of floundering according to the research in the passage?
浅谈名词的可数性及其修饰语
集合名词audience的用说明
will和would的区别
cattle还是cattles
可以说Two teas, please吗?
means用法易错点
名词difficulty的三个重要搭配
dozen, score, hundred, thousand, million用法指要
不同国籍人的单复数
用复数名词加强语气
名词ability的用法
英语名词的格及其用法
need和dare的区别
newspaper可数吗
复数名词作定语的四种情形
小议名词birthday的用法
名词所有格的三种表示方法
英语集合名词用法说明
带to 的情态动词
说说名词bed
Water使用复数形式的若干场合
hair与hairs
名词作定语的几点说明
能说I’m good friends with him吗
means是单数还是复数
would rather的用法
情态动词的回答方式
名词beer可数吗?
不可数名词与可数名词的转化
谈谈world的语法特点
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