Interactive_Approach互动学习法

TheInteractiveApproachofLearning JaneLee Learningisaprocessthroughwhichonebecomescapableofmoresophisticated moreflexible morecreativeaction Thepathoflearningcanneverbedeterminedbytheteacher Howeverthepathoflearningisdependentontheteacheralongwithahostofothercontingencies Definition Interactivelearningoccurswhenastudentputstogetherknowledgeandskillsbyconnectingwithinformationandexperiencesprovidedbytheteacher Thestudentisengagedbothintellectuallyandemotionallyininteractivelearning Feedback reflectionanddialogueareintegralcomponentsofinteractivelearning TheoreticalBasis 1 ConstructivismTheoryForconstructivisttheorists learningisaninteractiveprocessthatinvolvesadaptingourmentalframeworkstoaccommodatefreshinformation Ratherthanteachingwhatisright strategiesfocusonhowstudentsconstructmeaning Theintentionistodevelopastudent scontextualunderstandingofasubject Theoristsadvocateacustomizedcurriculumwithlearningstrategiesactivelyencouragingoralparticipationandproblemsolvingamongstudents TheoreticalBasis 2 HolisticLearningTheoryHolisticlearningtheoryisa sensory rich approach whichseekstostimulatethestudentasa whole Accordingtoitscoreprinciple effectivelearningshouldengageallpersonalityelementsincludingtheintellect emotionsandintuition Theexperimentallearningcycleisacommontechniqueusedtoemphasizeexperience cognition perceptionandbehavior concreteexperience observationandreflection formingnewconcepts and testingnewsituations TheoreticalBasis 3 ActionLearningTheoryForactionlearningtheorists learningisinextricablylinkedwithreal worldexperiences Thisapproachemphasizesinteractionbypromotingsmallcooperativegroups whichconvenetocollectivelyreflectonthelife issuesofeachmember Accordingtoitsarchitect RegRevans action withinthereal worldiskeytolearning OxfordBrookesnotesthattheinterrogativenatureofactionlearninghelpsmemberstostrengthentheirproblemsolvingskills TheoreticalBasis 4 SensoryStimulationTheorySensorystimulationtheoryassertsthatlearningshouldactivelyinteractwiththesenses AccordingtoOxfordBrookes visuallearningisthemosteffective withthreequartersofpeopleacquiringknowledgethroughwhattheysee Greaterlearning however isachievedthroughengagingseveralsenses Sensorystimulationtheorysuggeststeachingwithaseveralvisualimages colorsandmediatostimulatelearning TheoreticalBasis 5 ReinforcementTheoryForreinforcementtheory learningisaconsequenceofconditionedbehavior Abranchofbehavioralpsychology itassertsthatlearningisimprovedthroughreinforcedbehavior Forexample repetitionofmultiplicationtables arebasedonreinforcementtheory TeacherandStudent sRoles Thestudentinteractswiththefacts readingsandinformation Thestudentsinteractsprimarilywiththeteacher Studentscollaboratewithoneanothertoconstructknowledge Types Learner content Learner instructor Learner learner TeachingAim Tofosterandcultivatestudents communicativeabilityListeningandreadingareoftencatalystsforspeakingand orwriting discussionoftenleadstowrittencommunication andalloftheseaspectsofcommunicationoccurwithinaspecificsetofculturalperspectivesthatgovernpatternsofinteractionamongindividualsandinterpretationsofthemessage FrameworkofCommunicativeModes two wayoralorwrittencommunicationandnegotiationofmeaning Clarificationisnotpossible Interpretationinvolvesthelistener s reader sabilitytoread listenbtnthelines Formal one waycommunicationtoanaudienceoflistenersorreaders Theinterpersonalmode Theinterpretivemode Thepresentationalmode AnInteractiveModelforIntegratingtheThreeModesofCommunication InterpretiveMode InterpersonalMode PresentationalMode Acquirenewinformation perspectives throughanauthentictext Organizeideas shareinformation reactions Createaproduct recreatetext AnOverallFramework 1 Classactivities DiscourseFormat Purpose AuthentictextInterdisciplinarycontent Mode Interpretive PreparationphaseComprehensionphase NewinformationCulturalPerspectivesInterest Modal AnOverallFramework 2 Classactivities DiscourseFormat Purpose Pair smallgroupdiscussion interviewing Mode Interpretive Interpersonal Interpretationphase Organize discuss Modal AnOverallFramework 3 Classactivities DiscourseFormat Purpose Written oralsummaryoftextProduct Mode presentational Applicationphase Usenewinformation Modal AnOverallFramework 4 Classactivities DiscourseFormat Purpose Authentictext written video audiotape Mode Interpretive Extensionphase ComparisonDiscourseOrganization Modal Interactivesyllabus Ina2003articleinTheTechnologySource SylvieRichardscoinedtheterm interactivesyllabus torefertoaWeb basedmethodofpresentingassignmentsandcoursethemes Richards sinteractivesyllabuspresentsinasimple chronologicallyorganizedtabletheweeklydiscussiontopic thatweek sreadingassignment andanarrayofsupplementaryinformationandactivitiesinprintandonline Theinteractivesyllabus solvessomefundamentalproblemsincoursedesignanddelivery chieflybyproviding ahighlevelofinitialinteractionbetweenthelearnerandthematerial inplaceofthemorestaticpaper and inksyllabus Benefits Theinteractiveenvironmentmakesuseofvariedlearningstyles sothatstudentswhotypicallyprefertoreadandlisteninsteaddosomethingwiththeinformation collaboratewithothersorcreatesomethingnew Becausestudentsareengagedwiththematerialsratherthansimplymemorizingtheinformation thelearningisdeeperandmorelasting Moreengagementmeansmoretimeisspentonthelearningtask Studentscannotdaydreamordisengageinaninteractiveenvironment Potential Asinteractivelearningbecomesmoreuser based thepotentialisnearlylimitless Thelearningmatchesth