優(yōu)質(zhì)全方位學(xué)習(xí)經(jīng)歷之反思與解說(shuō)

1、優(yōu)質(zhì)全方位學(xué)習(xí)經(jīng)歷之反思與解說(shuō),目標(biāo),掌握如何在體驗(yàn)式的學(xué)習(xí)經(jīng)歷中進(jìn)行優(yōu)質(zhì)的反思與解說(shuō)提升教師作為學(xué)習(xí)促進(jìn)者的能力,有效地協(xié)助學(xué)生建立具反思能力的思維總結(jié)出一些實(shí)用的反思與解說(shuō)的策略和方法,作為設(shè)計(jì)全方位學(xué)習(xí)活動(dòng)時(shí)的參考,拓寬學(xué)習(xí)時(shí)空　　凝聚社會(huì)力量,全方位學(xué)習(xí)是把學(xué)習(xí)空間從課室拓展到其他環(huán)境的策略透過(guò)教師靈活地利用多樣化的環(huán)境和社區(qū)資源配合時(shí)、地、人各方面所組成的學(xué)習(xí)情境讓學(xué)生獲得一般在課堂上難以體會(huì)的經(jīng)驗(yàn),學(xué)生學(xué)習(xí),學(xué)習(xí)情

2、境（時(shí)、地、人）,全方位學(xué)習(xí),學(xué)會(huì)怎樣學(xué)習(xí),導(dǎo)向性學(xué)習(xí),多官能學(xué)習(xí),協(xié)作學(xué)習(xí),擁有感,有價(jià)值和愉快的經(jīng)歷,暢態(tài)的經(jīng)歷,,,,,,,,,,推行活動(dòng)的策劃表,檢視每一階段的分界點(diǎn),反思和解說(shuō),學(xué)生主動(dòng)學(xué)習(xí),教學(xué)設(shè)計(jì),反思策略,解說(shuō)活動(dòng),教學(xué)目標(biāo)和情境,,,,Reflection & Learning,WHY?Reflection on learning (從反思中看到學(xué)習(xí)成果和不足，掌握學(xué)習(xí)方向)Reflection for

3、learning (反思本身也是學(xué)習(xí)過(guò)程，能促進(jìn)學(xué)習(xí)。透過(guò)檢視學(xué)習(xí)策略的得與失，掌握改進(jìn)方法)Reflection for learning to learn (反思的重要精神在於建立自省能力和習(xí)慣，讓學(xué)生成為能持續(xù)發(fā)展的主動(dòng)學(xué)習(xí)者),WHEN?Reflection in action (在行動(dòng)中反思)Reflection on action (對(duì)行動(dòng)作出及思)Schon, D. (1983, 1987),¨,H

4、OW? e.g. through quality debriefing with ample time and space,,,從工作坊總結(jié)出一些反思與解說(shuō)的策略和方法,Deconstructing debriefing and reflection approaches in this workshop,Lead-in activities: Activate / Provide prior experiencesPr

5、ovide experiences feelings and information make inference and deductionLearners generate questions and reorganise the story organise the experiences systematicallyLearners se

6、lect objects as representation logically deconstruct relationships and connectedness5. What can learners do?,,,,,教師在本工作坊(小學(xué))的經(jīng)驗(yàn),透過(guò)提問(wèn) / 發(fā)問(wèn)刺激學(xué)習(xí)者掌握自己的感受,繼而思考及重整知識(shí)經(jīng)驗(yàn) / 價(jià)值態(tài)度,發(fā)展成具個(gè)人意義的結(jié)構(gòu)。這些提問(wèn)可以是：教師向?qū)W生作不同

7、層次的提問(wèn)由學(xué)生向經(jīng)歷中遇到的人物發(fā)問(wèn)透過(guò)說(shuō)故事，讓學(xué)習(xí)者有系統(tǒng)地組織學(xué)習(xí)經(jīng)歷,「道具劇場(chǎng)」：選擇物件代表意見(jiàn)或感受，亦可先以幾件物件代表不同的意見(jiàn)或感受，再以這些物件拼湊出一個(gè)圖像或型態(tài)「我可以做甚麼？」先由學(xué)習(xí)者各自提出不同意見(jiàn)再在小組中一齊把意見(jiàn)組織和分類各組展示組織了的意見(jiàn) /方法 (可貼在附近的牆或板上),教師在本工作坊(小學(xué))的經(jīng)驗(yàn),在運(yùn)用解說(shuō)和反思策略前,教師需:,自我檢視教學(xué)取態(tài),例如教師如何理解學(xué)

8、生學(xué)習(xí)(conceptions of learning)和知識(shí)結(jié)構(gòu)(conceptions of knowledge),學(xué)生並沒(méi)有系統(tǒng)地組織學(xué)習(xí)經(jīng)歷 (例如：強(qiáng)記或缺乏較深層思考)，所以學(xué)習(xí)經(jīng)歷並沒(méi)有為其帶來(lái)具個(gè)人意義的知識(shí)結(jié)構(gòu),,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,相反地：,The SOLO Taxonomy stands for:Str

9、ucture ofObservedLearningOutcome,The SOLO Taxonomy, Biggs & Collis (1982),The SOLO Taxonomy, Biggs & Collis (1982),It describes level of increasing complexity in a student's understanding of a subject thro

10、ugh five stages.Not all students get through all five stages, of course, and indeed not all teaching is designed to take them all the way.,The SOLO Taxonomy, Biggs & Collis (1982),Pre-structural level: here student

11、s are simply acquiring bits of unconnected information, which have no organisation and make no sense.,http://www.learningandteaching.info/learning/solo.htm,Unistructural level: simple and obvious connections are made, bu

12、t their significance is not grasped.,http://www.learningandteaching.info/learning/solo.htm,Multistructural level: a number of connections may be made, but the meta-connections between them are missed, as is their signifi

13、cance for the whole.,http://www.learningandteaching.info/learning/solo.htm,Relational level: the student is now able to appreciate the significance of the parts in relation to the whole.,http://www.learningandteaching.in

14、fo/learning/solo.htm,At the extended abstract level, the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the s

15、pecific instance.,http://www.learningandteaching.info/learning/solo.htm,教師在本工作坊(小學(xué))的經(jīng)驗(yàn),透過(guò)提問(wèn) / 發(fā)問(wèn)刺激學(xué)習(xí)者掌握自己的感受,繼而思考及重整知識(shí)經(jīng)驗(yàn) / 價(jià)值態(tài)度,發(fā)展成具個(gè)人意義的結(jié)構(gòu)。這些提問(wèn)可以是：教師向?qū)W生作不同層次的提問(wèn)由學(xué)生向經(jīng)歷中遇到的人物發(fā)問(wèn)(Pre-structural + Unistructural Levels)透

16、過(guò)說(shuō)故事，讓學(xué)習(xí)者有系統(tǒng)地組織學(xué)習(xí)經(jīng)歷 (Multistructural level),「道具劇場(chǎng)」：選擇物件代表意見(jiàn)或感受，亦可先以幾件物件代表不同的意見(jiàn)或感受，再以這些物件拼湊出一個(gè)圖像或型態(tài) (Relational level)「我可以做甚麼？」先由學(xué)習(xí)者各自提出不同意見(jiàn)再在小組中一齊把意見(jiàn)組織和分類各組展示組織了的意見(jiàn) /方法 (可貼在附近的牆或板上)(Extended Abstract Level),

17、教師在本工作坊(小學(xué))的經(jīng)驗(yàn),在運(yùn)用解說(shuō)和反思策略前,教師需:,明白在設(shè)計(jì)教學(xué)時(shí)，應(yīng)照顧到學(xué)生的外在及內(nèi)在經(jīng)歷，透過(guò)適當(dāng)?shù)慕庹f(shuō)讓學(xué)生掌握兩者並重組學(xué)習(xí)經(jīng)歷和知識(shí)態(tài)度明白到重組後學(xué)習(xí)經(jīng)歷和知識(shí)態(tài)度才是能持久的學(xué)習(xí)成果,外在經(jīng)歷External experience,內(nèi)在經(jīng)歷Internal experience,,,多元感觀Multiple Senses,感受與情緒Feelings & emotions,重新建立對(duì)

18、所學(xué)的意義Changes in meanings of own learning,Marton, F. & Booth, S. (1997),更完整的知識(shí)結(jié)構(gòu)Refined cognitive structure of knowledge,,Reflective Learning,Learning to learn,有系統(tǒng)地組織學(xué)習(xí)經(jīng)歷Organise learning experiences systematically

19、,在運(yùn)用解說(shuō)和反思策略前,教師需:,明白感受(feelings)是如何影響學(xué)習(xí)感受可以在學(xué)習(xí)經(jīng)歷過(guò)程中自然產(chǎn)生感受可以在學(xué)習(xí)經(jīng)歷過(guò)程中/後解說(shuō)及反思時(shí)產(chǎn)生感受可以影響學(xué)習(xí)過(guò)程 (正/負(fù)面)感受可以影響知識(shí)的結(jié)構(gòu)及價(jià)值態(tài)度,智,情,世界,個(gè)人,,,解說(shuō)及反思的策略,,,,個(gè)人,群體,將來(lái),現(xiàn)在,認(rèn)知,感受,解說(shuō)及反思所涉及的不同層面,思考反省階段 (學(xué)習(xí)檢視)過(guò)程中遇到什麼問(wèn)題？如何處理？,,歸納階段 (學(xué)習(xí)檢視)整體學(xué)到

20、什麼？,體驗(yàn)階段(經(jīng)驗(yàn)回顧)( )全方位學(xué)習(xí)活動(dòng),分享階段 (分享感受)滿意程度重要程度難忘片段,實(shí)踐階段 (前瞻探索)如何在生活 / 學(xué)習(xí)上應(yīng)用所學(xué)的東西？,,,,,,「全方位學(xué)習(xí)」行動(dòng)小錦囊,Life-wide Learning Action Kit,http://cd1.edb.hkedcity.net/cd/lwl/Action_Kit/web%201/index.htm,全方位學(xué)習(xí)活