美国电影经典台词:更佳的教学模式？

任何物理学教授认为教给一年级新生最好的方式是告诉他们电磁波的话，那么他们可以停止阅读本文章了。但是，对于其他人，请听好：一项研究表明，学生可以通过一种积极的，反复的，包括与自己同伴一起出现的错误以及从老师中获得及时的反馈的实践过程，来学的更加出色。

The research, appearing online today in Science, was conducted by a team at the University of British Columbia (UBC), Vancouver, in Canada, led by physics Nobelist Carl Wieman. First at the University of Colorado, Boulder, and now at an eponymous science education initiative at UBC, Wieman has devoted the past decade to improving undergraduate science instruction, using methods that draw upon the latest research in cognitive science, neuroscience, and learning theory.

由物理学诺贝尔奖获得者Carl Wieman带队的英属哥伦比亚大学的一只队伍，今天在“科学”网站上公布了这项研究。早先在科罗拉多大学，现在在不列颠哥伦比亚大学致力于同名科学教育计划的Wieman教授，在过去的十年中，不断利用科学理念，借鉴认知科学，神经科学和学习理论的最新研究，致力于提高本科教学方法。

In this study, Wieman trained a postdoc, Louis Deslauriers, and a graduate student, Ellen Schelew, in an educational approach, called “deliberate practice,” that asks students to think like scientists and puzzle out problems during class. For 1 week, Deslauriers and Schelew took over one section of an introductory physics course for engineering majors, which met three times for 1 hour. A tenured physics professor continued to teach another large section using the standard lecture format.

在这项研究中，Wieman用到了一种叫做“刻意学习”的教育方法，训练了一个博士后Louis Deslauriers和一个毕业生Ellen Schelew，让他们要像科学家们一样思考，并且在课堂中解决问题。1周后，Deslauriers和Schelew接收了一部分介绍工程专业物理原理的课程，1小时需要上3次。一个物理学终身教授用传统的教育方式继续教授其他部分。

The results were dramatic: After the intervention, the students in the deliberate practice section did more than twice as well on a 12-question multiple-choice test of the material as did those in the control section. They were also more engaged—attendance rose by 20% in the experimental section, according to one measure of interest—and a post-study survey found that nearly all said they would have liked the entire 15-week course to have been taught in the more interactive manner.

结果是戏剧化的：在这样的干涉之后，在刻意练习部分组的学生在选择题部分中，共有12个问题的多项选择题测试的材料上要好出2倍。他们也更加的忙碌——从一项兴趣测试中知道，实验部分的出勤率上升了20%，并且之后的研究表明，几乎所有的人都说接下来的15周课程能在更多地相互交流方式中被教导。

“It’s almost certainly the case that lectures have been ineffective for centuries. But now we’ve figured out a better way to teach” that makes students an active participant in the process, Wieman says. Cognitive scientists have found that “learning only happens when you have this intense engagement,” he adds. “It seems to be a property of the human brain.”

Wieman 说：“几乎可以肯定的是，枯燥的讲座对于本世纪的教学来说没有任何意义。但是，现在，我们指出了一条更好的教学之路。”能够让学生积极地参与到课程中来。认知科学家们曾有发现“学习只会发生在你积极想要参与的时候”他接着说，“这看上去是人类大脑的一项宝贵财富。”

The “deliberate practice” method begins with the instructor giving students a multiple-choice question on a particular concept, which the students discuss in small groups before answering electronically. Their answers reveal their grasp of (or misconceptions about) the topic, which the instructor deals with in a short class discussion before repeating the process with the next concept.

“刻意练习”方法开始于老师教授学生在特定概念中完成多项选择的问题，这个过程中，需要在学生飞快地回答出问题之前，先在小组中进行讨论。在老师重复该过程并讲解下一个概念之前，可以通过小班讨论的方式，得知他们的回答显示他们是否抓住了主题。

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While previous studies have shown that this student-centered method can be more effective than teacher-led instruction, Wieman says this study attempted to provide “a particularly clean comparison ... to measure exactly what can be learned inside the classroom.” He hopes the study persuades faculty members to stop delivering traditional lectures and “switch over” to a more interactive approach. More than 55 courses at Colorado across several departments now offer that approach, he says, and the same thing is happening gradually at UBC. Deslauriers says that the professor whose students fared worse on the test initially resisted the findings, “but this year, after 30 years of teaching, he’s learning how to transform his course.”

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虽然之前的研究有表明以学生为中心的方式比老师引导的方式更有效，但是Wieman表示本研究试图提供“特别纯粹的比较...准确检测课堂中能够学到的知识。”他希望该项研究能停止教师们传统讲座式的教学，而更多地转换为互动型的教学。他说，在科罗拉多大学，有超过55个课程现在运用这个提供的方法，同样的事情如今也发生在不列颠哥伦比亚大学 中。Deslauriers说，那个自己学生在测试中表现糟糕并且拒绝寻找原因的教授“在今年，在30年教学经验的现在，他也开始学习如何改善他的教学课程了。”undefined

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Jere Confrey, an education researcher at North Carolina State University in Raleigh, said the value of the study goes beyond the impressive exam results. “It provides evidence of the benefits of increasing student engagement in their own learning,” she says. “It’s not just gathering data that matters but also using it to generate relevant discussion of key questions and issues.” She also notes that “the attendance results remind us of the importance of providing the right opportunities to learn.”

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北卡罗来纳州立大学的教育研究者Jere Confrey说此次的研究价值远远超过了令人印象深刻的考试结果。她说：“这为学生积极参与自己的学习过程的好处提供了证据。这不仅仅是收集证据，更重要的是它可以对关键问题和方法的相关讨论带来有利之处。”同时，她还指出“考勤结果急醒我们，给予正确的学习机会是如此的重要。”