新时代教育学专业英语马飞课后参考答案

Unit1[Ex.1] GivetheEnglishequivalentsofthefollowingexpressions.1.behaviouralpsychology2.classicalconditioning3.operantconditioning4.positivereinforcement5.unconditionedstimulus6.inminutedetail7.aimat8.infavorof9.bepairedwith10.inthatmanner[Ex.2] Explainthefollowingterminologies.1.Classicalconditioningoccurswhenonelearnstoassociatetwodifferentstimuli.Itisthe

conditioninginwhichtheconditionedstimulus(suchasthesoundofabell)ispairedwithandprecedestheunconditionedstimulus(suchasthesightoffood)untiltheconditionedstimulusaloneissufficienttoelicittheresponse(suchassalivationinadog).2.Theterm‘operant’referstohowanorganismoperatesontheenvironment.Itisamethodoflearningthatoccursthroughrewardsandpunishmentsforbehavior.Behaviorthatisfollowedbypleasantconsequencesislikelytoberepeated,andbehaviorfollowedbyunpleasantconsequencesislesslikelytoberepeated.3.Thetermreinforcementmeanstostrengthen,andisusedinpsychologytorefertoanythingstimuluswhichstrengthensorincreasestheprobabilityofaspecificresponse.Forexample,ifyouwantyourdogtositoncommand,youmaygivehimatreateverytimehesitsforyou.4.Itisaddingsomethinginordertoincreasearesponse.Forexample,addingatreatwillincreaseadog’sresponseofsitting;addingpraisewillincreasethechancesofyourchildcleaninghisorherroom.5.Negativereinforcementcanbethoughtastakingsomethingnegativeawayinordertoincreasearesponse.

Forexample,themother’snaggingstopswhenthechildbeginstocleanhisroom.

6.Whenyouremovesomethinginordertodecreaseabehavior,thisiscalledextinction.Youaretakingsomethingawaysothataresponseisdecreased.Forexample,after

Pavlov's

dogwasconditionedtosalivateatthesoundofthebell,iteventuallystoppedsalivatingtothesoundafterthebellhadbeensoundedrepeatedlybutnomeatcame.[Ex.3] Answerthefollowingquestionsaccordingtothetext.1.Learningistheprocessleadingtopermanentorpotentialbehavioralchange.2.Theybothinfluenceourbehaviors.3.ItwasdiscoveredbyIvanPavlovwhenhedidresearchondog’sdigestion.4.InPavlov’sexperiment,hepairedabellsoundwiththemeatandfoundthatevenwhenthemeatwasnotpresented,thedogwouldeventuallysalivateafterhearingthebell.Sincethemeatnaturallyresultsinsalivation,thesetwovariablesarecalledtheunconditionedstimulus(UCS)andtheunconditionedresponse(UCR),respectively.Thebellandsalivationarenotnaturallyoccurring;thedogwasconditionedtorespondtothebell.Therefore,thebellisconsideredtheconditionedstimulus(CS),andthesalivationtothebell,theconditionedresponse(CR).5.Itisamethodoflearningthatoccursthroughrewardsandpunishmentsforbehavior.Behaviorthatisfollowedbypleasantconsequencesislikelytoberepeated,andbehaviorfollowedbyunpleasantconsequencesislesslikelytoberepeated.Forexample,Iplayedtruantonceinmyprimaryschool,andIwasbadlybeatenupbymydad.Ineverdiditagainafterwards.6.Positive,negative,punishment,andextinction.Positivereinforcement.7.Positivereinforcementcanbeunderstoodasaddingsomethinginordertoincreasearesponse.Forexample,addingscholarshipwillincreasethelikelihoodofastudentworkinghard.8.Negativereinforcementcanbethoughtastakingsomethingnegativeawayinordertoincreasearesponse.

Forexample,yourmother’snaggingstopswhenyoustopplayingmobilegames.[Ex.4]Fillintheblankswiththewordsgivenbelow.1.observable2.classic3.operant4.rewarding5.learned,6.natural7.environmental8.differentiating9.modified10.molded[Ex.5]DecidethefollowingstatementsTrueorFalseaccordingtothetext,andgiveyourreasonsforthefalseones.1.T.2.F.Thebehaviouralresearchersareinterestedinunderstandingthemechanismsunderlyingthebehaviouroflearners.3.F.Inbehaviourist’sview,humanbehaviourcanbelearnedandunlearned.4.T.5.T.6.T.7.F.Behaviourismplacesstudentsinasecondaryroleinthelearningprocess.8.T.9.F.Negativereinforcementisn'tpunishment.Rather,itisrewardinggoodbehaviourbytakingawaysomethingyourstudentsseeasnegative.10.F.Sometimespunishmentisnecessarytodiscourageundesirablebehaviour,butwemustbecarefulnottogotoofarandembarrassourstudents.Unit2[Ex.1] GivetheEnglishequivalentsofthefollowingexpressions.1.SchemaTheory2.InformationProcessingTheory3.CognitiveDevelopmentTheory4.sensoryregister5.assimilation6.beawareof7.engagein8.causeandeffect9.becapableof10.trialanderror[Ex.2] Explainthefollowingterminologies.1.Thesensoryregisterstoresinformationcomingfromexternalstimuliforonlyaveryshortperiodoftime.Theinformationwillbelostifitisnotpassedalongintoshort-termmemory.2.Long-termmemoryisarelativelyunlimitedandpermanentrepositoryofinformation.Oncetheinformationisstoredinthelong-termmemory,itcanberetrievedforlateruse.3.Thisstagerangesfromadolescencethroughearlyadulthood.Peoplereachingthisstageareabletologicallyusesymbolsrelatedtoabstractconcepts.Theycanthinkaboutmultiplevariablesinsystematicways,formulatehypotheses,andconsiderpossibilities.Theyalsocanponderabstractrelationshipsandconcepts.4.Itisthemasterdevelopmentalprocess,encompassingbothassimilationandaccommodation.Thisconceptimpliesadynamicconstructionprocessofhuman'scognitivestructure.5.Itoccurswhennewinformationorexperiencecannotbefullyaccommodatedunderanexistingschema,sotheschemaevolvestobecomemoreconsistentwithexperience.Forexample,whenyoufirstencounteredabookstorewithacoffeebar,youprobablyhadtomodifyyourbookstoreschematoaccommodatethisexperience.6.Itoccurswhennewinformationcannotbeaccommodatedmerelybytuninganexistingschema;itresultsinthecreationofnewschema.Forexample,yourexperiencewithWorldWideWeb-basedbookstoresmaybesodifferentfromyourexperiencewithconventionalonesthatyouareforcedtocreateanewschema.[Ex.3] Answerthefollowingquestionsaccordingtothetext.1.Behavioristslookatlearningasanaspectofconditioningandadvocateastimulus-responsesysteminlearning.Cognitivelearningtheoristsbelievelearningoccursthroughinternalprocessingofinformation.Thecognitiveapproachtolearningtheorypaysmoreattentiontowhatgoesoninsidethelearner’sheadandfocusesonmentalprocessratherthanobservablebehaviors.2.InformationProcessingTheory,CognitiveDevelopmentTheory,andSchemaTheory.3.Theyaresimilarintermsofinformationinput,processing,storageandoutput.4.Thesensoryregisters,short-termmemoryandlong-termmemory.5.SensorimotorStage:birththroughages18-24months;PreoperationalStage:Toddlerhood(18-24months)throughearlychildhood(age7);ConcreteOperationalStage:Ages7to12;FormalOperationalStage:Adolescencethroughearlyadulthood.6.Bymeansofassimilation,accommodationandequilibration.7.Theknowledgewehavestoredinmemoryisorganizedasasetofschemata,eachofwhichincorporatesalltheknowledgeofagiventypeofobjectoreventthatwehaveacquiredfrompastexperience.8.Byaccretion,tuningandrestructuring.[Ex.4]Fillintheblankswiththewordsgivenbelow.1.processing2.Social3.Behavioral4.brain5.viewpoint6.mental7.extrinsic8.implies9.memory10.Individual[Ex.5]DecidethefollowingstatementsTrueorFalseaccordingtothetext,andgiveyourreasonsforthefalseones.1.T.2.F.Itwouldbeveryhardtouseorapplytheknowledgeacquiredinthefuture.3.F.Itisbesttopresentstudentsauthenticexamples.4.T.5.F.Therearethreetypesofknowledge:declarative,procedural,andpractical.6.T.7.F.Episodicmemoryistheabilitytorecallthevariousepisodesoreventsinyourlife.Semanticmemoryreferstoyourabilitytorecallmeaningfuldataorknowledge.8.T.9.T.10.F.Memoryisanimportantpartoflearning,butisdifferentfromlearning.Unit3[Ex.1] GivetheEnglishequivalentsofthefollowingexpressions.1.cognitiveconstructivism2.socialconstructivism3.collaborativelearning4.naivetheory5.sensoryinput6.tracebackto，7.onthepremisethat8.adjustto，9.open-endedquestion10.casualacquaintance[Ex.2] Explainthefollowingterminologies.1.Itdescribeshowlearnersdevelopcognitiveabilities.Itproposesthatagesandstagescanpredictwhatchildrencanandcannotunderstandatdifferentages.Moreover,learnersmust

construct

theirownknowledge.Theybuildtheirknowledgethroughexperience.Experiencesenablethemtocreateschemas—mentalmodelsoftheworld.2.Knowledgeisconstructedinasocialcontextandcollaboratedwithotherindividualsorgroups.Itemphasizesthecollaborativenatureoflearning.3.Learningisanactiveprocessinwhichthelearnerusessensoryinputandconstructsmeaningoutofit.Learningisnotthepassiveacceptanceofknowledge.Thelearnerneedstobeactivelyengagedinlearning.4.Itencouragesstudentstoaskquestions,investigateatopic,anduseavarietyofresourcestofindsolutionsandanswers.Asstudentsexplorethetopic,theydrawconclusions,and,asexplorationcontinues,theyrevisitthoseconclusions.Explorationofquestionsleadstomorequestions.5.Socialinteractionsaretheprocessesbywhichweactandreacttothosearoundus.Muchofthemostimportantlearninghappensthroughsocialinteraction.

Ourcognitiondevelopsbycollaboratingandinteractingwithothers.6.Agroupofstudentsworktogethertosolveproblemsandcompleteprojects.Thelearningprocessismediatedandstructuredbytheteacher.[Ex.3] DecidethefollowingstatementsTrueorFalseaccordingtothetext,andgiveyourreasonsforthefalseones.1.T.2.F.Learnersshouldnotbe

given

information,inwhichtheyimmediatelyunderstandanduse.Instead,learnersmust

construct

theirownknowledge.3.F.LevVygotskybelievesthatknowledgeisconstructedinasocialcontextandknowledgeisacquiredbycollaborativelearning.4.F.Knowledgeisconstructed,nottransmitted.5.T.6.F.Studentsareactivelearners,andtheyshouldactivelyengageinlearning.7.F.learninginvolveslanguage.Languageandlearningareinextricablyintertwined.

8.F.Thefocusshouldshiftfromtheteachertothestudents.Knowledgeisconstructedbylearnersthemselves.9.T.10.T.[Ex.4] Fillintheblankswiththewordsgivenbelow.1.theory3.construct3.reconcile4.discarding5.creators6.practices7.encouraging8.conceptions9.assess10.expert[Ex.5]Answerthefollowingquestionsaccordingtothetext.1.Vygotsky2.Scaffoldinginstruction

isthesupportgivenduringthelearningprocesswhichistailoredtotheneedsofthestudentswiththeintentionofhelpingthestudentachievetheirlearninggoals.

Itallowsteacherstopresentinformationtotheirstudentspiecebypiece,buildingwitheachlessonuponalessonalreadylearned.3.Thefirsthastodowiththeinteractionbetweenthelearnerandtheteacher.Thesecond,learningshouldtakeplaceinthelearner's

zoneofproximaldevelopment(ZPD).Thethirdisthatthesupportandguidanceisgraduallyremovedasthelearnerbecomesmoreproficient.4.Theanchoredinstructionisusuallyanchored(situated)invideodisc-based,problem-solvingenvironmentsthatteachersandstudentscanexplore.Theultimategoalsofanchoredinstructionaretofosterlearners’problemsolvingskillsandtohelpstudentstobecomeindependentthinkersandlearners.Theinstructiondemandsthematerialtobelearnedispresentedinthecontextofanauthenticeventthatservestoanchororsituatethematerialand,further,allowsittobeexaminedfrommultipleperspectives.5.Thevideomaterialsserveas“anchors”(macro-contexts)forallsubsequentlearningandinstruction.Thegoalofanchoristocreateinteresting,realisticcontextsthatencouragetheactiveconstructionofknowledgebylearners.Theanchorsareusuallystoriesratherthanlecturesandaredesignedtobeexploredbystudentsandteachers.6.CognitiveFlexibilityTheoryisaboutpreparingpeopletoselect,adapt,andcombineknowledgeandexperienceinnewwaystodealwithsituationsthataredifferentfromtheonestheyhaveencounteredbefore.Itistheflexibleapplicationofknowledgeinnewcontexts.7.Learnersneedinterconnectedknowledgeandknowledgeincontext.Theyneedtobeabletoapplymultipleperspectives,multipleknowledgesources,andmultiplepointsofview.Spiroandhiscolleagueshavedevelopedelectroniclearningenvironmentsthatallowstudentstogetawayfromthechapter-by-chapterapproach,andusethenewmediatoeasilyaccessdifferentcasesandgainmultipleperspectives.ThisiscalledRandomAccessInstruction.8.Itisbelievedthatcognitiveflexibilitymustbenurturedearlyinthelearningprocess.Learningshouldn’tbeginwithmassivecomplexitybecauseitleadstoconfusionthatwilloverwhelmanddiscouragelearners.Bystartingsmall,studentscanavoidoversimplificationandlearntheunderlyinghabitsofmindnecessarytoacquirecomplexknowledge.Unit4[Ex.1] GivetheEnglishequivalentsofthefollowingexpressions.1.literature2.motivation3.senseofbelongingness4.internalization5.autonomy6.optimal7.giveriseto8.onone’sown9.intermsof10.notnecessarily[Ex.2] Explainthefollowingterminologies.1.Intrinsicmotivationisdefinedasthedoingofanactivityforitsinherentsatisfactionsorpleasure.Whenintrinsicallymotivated,apersonismovedtoactforthefunorchallengeentailedratherthanbecauseofexternalprods,pressures,orrewards.2.Extrinsicmotivationpertainswheneveranactivityisdoneinordertoattainsomeseparableoutcome,thatis,theactivityisdonebecauseofexternalstimulation,suchaspunishmentorrewards.3.Instrumentalvalueisthevalueofobjects,eitherphysicalorabstract,notasends-in-themselvesbutameansofachievingsomethingelse.Forexample,somestudentsdonotbelievelearningEnglishisanenjoyablething,butlearningitcanbringgoodjobopportunities.4.Internalizationistheprocessoftakinginavalueorregulation.Thoughtofasacontinuum,theconceptofinternalizationdescribeshowone’smotivationforbehaviorcanrangefromunwillingness,topassivecompliance,toactivepersonalcommitment.5.Integrationistheprocessbywhichindividualsmorefullytransformtheregulationintotheirownsothatitwillemanatefromtheirsenseofself.Itistointegratethedifferentformsofextrinsicmotivationandthecontextualfactorsthatpromotetheregulationoftheirbehaviors.6.Itisconcernedwiththe

motivation

behindchoicespeoplemakewithoutexternalinfluenceandinterference.Itfocusesonthedegreetowhichanindividual'sbehaviorisself-motivatedandself-determined.[Ex.3] Answerthefollowingquestionsaccordingtothetext.1.Extrinsicmotivation.2.Intrinsicmotivation.3.No.Bothareimportant.Theinternalreasonsandexternalreasonsareequallyimportant.4.Notnecessarily.Differentstudentsenjoydoingdifferentthings.Moreover,thelevelofmotivationvaries.5.Notnecessarily,unlessitisaccompaniedbyasenseofautonomy.6.Extrinsicallymotivated,becausesocialdemandsandrolesrequirepeopletotakeresponsibilityfornon-intrinsicallyinterestingtasks.7.Thisproblempertainstofosteringtheinternalizationandintegrationofvaluesandbehavioralregulationsinschools.8.Theprimaryreasonisthattheseactivitiesarevaluedbysignificantotherstowhomtheyfeelconnected,forexample,afamily,apeergroup,orasociety.[Ex.4] Fillintheblankswiththewordsgivenbelow.1.potential2.obstacles3.psychological4.utilize5.needs6.unmet7.basic8.Recognition9.self-actualization10.backward[Ex.5] DecidethefollowingstatementsTrueorFalseaccordingtothetext,andgiveyourreasonsforthefalseones.1.F.Motivesarethe“whys”ofbehaviour.2.F.Becausetheyareevolutionarilyprogrammedtodoso.3.F.Peoplearemotivatedtodothingsbecauseofexternalrewards.4.T.5.T.6.T.7.F.Thingsthatseemunlikelytoproducepersonalbenefithavealowvalence,whilethosethatofferimmediatepersonalrewardshavea

highervalence.8.F.Notnecessarily.Studentsarelikelytohavedifferentintensityofmotivation.9.T.10.T.Unit5[Ex.1] GivetheEnglishequivalentsofthefollowingexpressions.1.assessment2.synthesize3.elaborative4.retrieval5.totheextentthat6.ataminimum7.conceptmap8.priorknowledge9.elaborateon10.learningstrategy[Ex.2]DecidethefollowingstatementsTrueorFalseaccordingtothetext,andgiveyourreasonsforthefalseones.1.T.2.F.Manystudentsofallages,includingcollegestudents,seemrelativelyuninformedabouteffectivelearningstrategies.3.F.Rehearsalisusually

not

thebestwaytolearnandremembernewinformation.4.F.Humanmemorysystemisnotsetuptoremember

everything

presentedinclass.Studentsmustbeselectivewhenstudyingclassroommaterial.5.T.6.T.7.F.Elaborationappearsrelativelylateindevelopment,usuallyaroundpuberty.8.F.Comprehensionmonitoringdoesnothavetobeasolitaryactivity.9.F.Successfullearnerscontinuallymonitortheircomprehensionboth

while

theystudysomethingandatsomepoint

after

theyhavestudiedit.10.F.Behavioralstrategies(e.g.,takingnotes)willbeusefulonlytotheextentthattheypromotemoreeffectivecognitiveprocessing.[Ex.3] Answerthefollowingquestionsaccordingtothetext.1.Learningstrategyisacertainapproachyouintentionallyusetolearnandrememberthings.2.Theimportantinformationusuallyare·theobjectivesofthelesson·thekeyconceptsandtheirrelations3.Wecanaskstudentstothinkaboutthefollowingquestions:·Whatdoyoualreadyknowaboutthetopic?·Whatdoyouhopetolearnaboutthetopic?·Doyouthinkwhatyoulearnbyreadingthebookswillchangewhatyoualreadyknowaboutthetopic?4.Highqualitynotestypicallyreflectthemainideasofalessonorreadingassignment.5.Aconceptmapisadiagramthatdepictsthekeyconceptsandtheirinterrelationships.6.Byaskingstudentstoconsiderthefollowingquestions:·Explainwhy...·Howwouldyouuse...to...?·Whatisanewexampleof...?·Whatdoyouthinkwouldhappenif...?·Whatisthedifferencebetween...and...?7.Studentsneedtoperiodicallychecktheirrecallandunderstanding,both

while

theystudysomethingandatsomepoint

after

theyhavestudiedit.8.Forexample,retrievingrelevantpriorknowledgeandmonitoringcomprehension.[Ex.4] Fillintheblankswiththewordsgivenbelow.1.transfer2.instructor3.tackle4.regarding5.recall6.category7.grouped8.kinesthetic9.benefit10.construct[Ex.5]Answerthefollowingquestionsaccordingtothetext.1.Itmeans“thinkingaboutone’sownthinking”.2.Itreferstotheprocessofsteppingbacktoseewhatyouaredoing,thatis,becominganaudienceforyourownperformance.3.Metacognitiveknowledge—awarenessofone’sthinking,andMetacognitiveregulation—theabilitytomanageone’sownthinkingprocesses.4.•Awarenessofknowledge;•Awarenessofthinking;•Awarenessofthinkingstrategies.5.Itisbeingawareofone’sownknowledgestateandknowingwhatoneneedsashe/sheseeksassistance.6.Metacognitiveregulationinvolvestheabilitytothinkstrategicallyandtoproblem-solve,plan,setgoals,organizeideas,andevaluatewhatisknownandwhatisnotknown.7.•Planningapproachestotasks—identifyingtheproblem,choosingstrategies,organizingourthoughts,andpredictingoutcomes;•Monitoringactivitiesduringlearning—testing,revising,andevaluatingtheeffectivenessofourstrategies;and•Checkingoutcomes—evaluatingtheoutcomesagainstspecificcriteriaofefficiencyandeffectiveness.8.Itcanenablethelearnertoself-correct,ratherthanalwaysrelyingonotherstobetheaudienceandsoundingboardforone’swork.Unit6[Ex.1] GivetheEnglishequivalentsofthefollowingexpressions.1.transfer2.far-reaching3.misconception4.Exclusively5.proactive6.inthesamevein7.moreoftenthannot8.mothertongue9.inpursuitof10.learnerautonomy/autonomouslearning[Ex.2]DecidethefollowingstatementsTrueorFalseaccordingtothetext,andgiveyourreasonsforthefalseones.1.T.2.F.Itcouldbedevelopedwithexperthelp.3.T.4.T.5.F.Learnerautonomymeansthelearnertakeschargeofone’sownlearning,howeverself-instructionmeanslearningwithoutateacher.6.F.Theteacherstillplaysimportantrolesasorganizerandfacilitator.7.T.8.F.Thestudentscanpossiblyaccessinformationandproducesatisfyinganswers.9.T.10.F.Itdoesnotdirectlygettheteacherfreeofcharge.Instead,theteacheristoenactaroleofaninstructor.[Ex.3] Answerthefollowingquestionsaccordingtothetext.1.Itis“theabilitytotakechargeofone’sownlearning”.2.Theteacherservesastheorganizerandfacilitatorandthelearnerisresponsiblefortheirownlearning.3.Schoolinstitutionalizesvalues,andthusteachesstudentstoconfuseprocesswithsubstance.4.•becausethelearnersetstheagenda,learningshouldbemorefocusedandmorepurposeful,andthusmoreeffectivebothimmediatelyandinthelongerterm;•becauseresponsibilityforthelearningprocesslieswiththelearner,thebarriersbetweenlearningandlivingthatareoftenfoundintraditionalteacher-lededucationalstructuresshouldnotarise;•iftherearenobarriersbetweenlearningandliving,learnersshouldhavelittledifficultyintransferringtheircapacityforautonomousbehaviortoallotherareasoftheirlives,andthisshouldmakethemmoreusefulmembersofsocietyandmoreeffectiveparticipantsaswell.5.Autonomyissynonymouswithself-instruction.6.No.Autonomouslearningisnotself-instruction,butteacher-guidedlearning.7.Itistoincorporatefouressentialandinterrelatedinstructionalphases:•FocusedInstruction;•GuidedInstruction;•CollaborativeLearning;•IndependentLearning.8.Theyarethestudentswhoevolvetheirstrategiestowardsautonomouslearning.[Ex.4] Fillintheblankswiththewordsgivenbelow.1.responsibility2.objectives3.evaluating4.Autonomous5.preferences6.contrasts7.scale8.components9.linguistic10.proficiency[Ex.5]DecidethefollowingstatementsTrueorFalseaccordingtothetext,andgiveyourreasonsforthefalseones.1.F.Noschool,orevenuniversity,canprovideitspupilswithalltheknowledgeandtheskillstheywillneedintheiradultlives.2.T.3.T.4.F.Itisnecessarytoreduceteacherdependenceandincreasestudentindependenceinanautonomousclassroom.5.T.6.F.Manylanguageteachersarenotabletodescribethestructureoftheirlessons.7.T.8.F.Thisopinionisfundamentallyflawedbecauseevaluationisanintegratedandimportantpartofthelearningprocess.9.T.10.F.Thesituationhasnotchanged,andhe/shewillenteralongandoftentroublesomejourney.自主学习者模型1.自主学习者模型从何而来自主学习者模型（ALM）是几年前在科罗拉多州阿瓦达的阿瓦达西中由乔治•贝茨教授和乔琳•克歇尔教授创立的。其目标是让学生有机会成为独立自主的学习者。令人振奋的是，这种教育模式并不是由教师而是由学生发展起来的。这些学生源自两个不同的群体——高中成绩不好的学生和成绩优异的学生。他们是两个不同的群体，但他们都有同样的诉求——让求学变得有意义，并更多地参与到他们将要学习的知识中去。教师不是教导学生，而是帮助他们成为终身学习者。针对天才少年的自主学习者模型是专门为满足学习者的多样化的认知、情感和社会需求而开发的。该模型目前应用于所有年级，既面向天才学生，也面向普通班级的学生。教育的重点是通过在该模型的五个主要维度中使用活动来满足学习者的个性化需求。2.什么是自主学习者模型在促进天才学生自主学习方面，自主学习者模型更有优势。该模型的主要目标是促进学生成长为独立自主的学习者，在认知、情感和社会领域中培养相关技能、概念和积极的态度。该模型旨在引导学生履行学习者的职责，控制学习过程，教师做到引导者的角色。通过灵活运用，该模型适用于常规课堂（适用于所有学习者及其发展的各个阶段）、小组环境、个性化课程、以及特定的或交叉的课程学习领域。自主学习者模型倡导开发学生的学生“激情”——孩子就一个主题深度参与学习，而不是仅仅泛泛而学。该模型的重点是终生学习，重点是通过在此模型的下述五个主要维度中使用活动来满足学习者的个性化需求。3.自主学习者模型的维度是什么如图6.3所示，自主学习者模型的五个维度促使一个学生成长为一个独立的学习者。每个维度都有一系列活动，这些活动促使学生成长为自主学习者。维度一:定位定位维度是自主学习的基础。学生们籍此建立对天赋、兴趣和能力的基本理解。维度二：个体发展个体发展维度帮助学生提高学习技能，考虑未来的职业规划，并培养对终身学习积极的态度。维度三:拓展拓展注重培养对课堂之外的知识的学习意识，如何继续这些主题，以及如何将信息合成为有意义的产品。维度四:研讨第四维度，研讨，为学生提供了在学校和社区与其他感兴趣的人，分享设计、实施和评估结构化学习体验的机会。第五维度：深度学习最后一个维度，深度学习，为学习者提供了一个机会，让他们能够选择一个感兴趣的领域进行长期深入的学习。

图6.3自主学习者模型的五个维度4.自主学习者模型的标准是什么自主学习者模型的标准不同于多数学校在课程领域的标准。这些标准与某一特定内容的技能无关，而与“全人”相关。这些标准适用于给予学生成为终身学习者的机会：•培养更积极的自我概念和自尊。•在自我和社会层面理解自己的能力。•培养与同伴、兄弟姐妹、父母和其他成年人有效互动的技能。•在各个领域增长知识。•培养批判性和创造性思维能力。•培养决策和解决问题的能力。•将促进认知、情感、社会和身体发展的活动融合起来。•培养个人对学习的热情。•无论在校内校外，对自己的学习责任。•最终成为负责任、有创造力、独立的终身学习者。5.对自主学习者模型的建议自主学习者模型对于有天赋的学习者优势颇多。它为学生提供了差异化的课程，激励他们超越表面，并对感兴趣的领域进行深入的探索。这种方法确保学生充分参与他们的学习，因为他们学习的是他们感兴趣的概念和主题。此外，通过这五个维度，当他们在研究中寻求关于他们所研究的课题的信息和问题的解决方案的时候，他们成长为自主的、独立的学习者。学生们不仅学习了特定的概念，而且也在培养批判性思维和研究能力，这将在他们未来的职业中很好地为他们服务。尽管益处颇多，但在课堂上推进自主学习者模型并不简单。为了有效顺利地在课堂上推进自主学习者模型，教师和管理者应遵循以下建议：首先,职业发展教师必须接受必要的培训，以通过模型的五个维度来培养学生。教育工作者应能在课堂内外得心应手的使用此模型及其维度来组织教学。第二,编程搜索编程搜索为学生做研究提供了丰富的资源。教师可以帮助学生建立本领域专家的通讯方式，他们可以作为学生的支持团队。此外，教师还可以传授给学生具体的研究技能，帮助他们进行深入的研究。最后，教师应将有关的学校和社区举办的活动和竞赛告知学生，以进一步促进他们的研究和学习。编程搜索对于培养高级学习计划（ALP）是必要的，这是学生个性化课程的纲要。第三，高级学习计划在学生们对一个感兴趣的主题进行研究之前，他们须与其支持团队（教育者、家长和管理者）合作以制定高级学习计划。教师必须明白学生应制定、实施和评估他们自己的高级学习计划，也就是说，教育者应与“与”学生们一起，而不是“替”学生完成这个过程。在学生开始制定高级学习计划之前，老师必须向学生说明高级学习计划是什么，为什么它是必要的，预期的结果是什么，以及如何评估计划。学生将在老师的指导下制定自己的高级学习计划。一旦学生们对整个过程有了更好的理解，他们就会对高级学习计划更加负责。第四，把握节奏对于许多从未完成过深入研究的学生来说，整个任务可能会非常艰巨。应循序渐进来完成这项有纪念意义的任务。教师应该帮助学生坚持他们的高级学习计划并遵循所建议的步骤，这样学生的项目就不会滞后。定期召开学生会议颇有益处，这样可以确保他们按时完成深入研究并达到研究目标。自主学习者模型的最终结果是让学生发展成为独立的终身学习者。作为学习经历的一部分，教师可以使用上述建议来帮助学生成功完成研讨会和深入研究。当正确实施时，教师的指导和