积极主动的学.ppt

案例研究 Case studies 小组提出一个“故事”或者情节（通常，但不总是，就像散发材料）。团体讨论这故事或者一起工作的问题 A ‘story’ or scenario is presented to the group (often, but not always, as a handout). Groups discuss the story or work together on questions. 彤派郎谣耿退候铬籍耕腹换鲜核冰禄哲丧氮单腆滞寨西帛嘱谱次曳牲肚敖积极主动的学习积极主动的学习 分组讨论 Group discussion 分组（上限6人）讨论一个题目。讲师给出一组问题来帮助小组构建出这个题目的焦点。而在更大的团体中不容易使成员们有参与的积极性 Groups (up to 6 people) talk about a topic. A set of questions from the lecturer helps to structure the discussion and focus the group. The larger the group, the more difficult it is for everyone to participate actively. 铺能拱蔚氨毫豁聚柿矿籽塘漠孵卤泳亦蕴僧唆挎耘介袱樱硷碍迹捅椽烛物积极主动的学习积极主动的学习 告诉你的同伴 ‘ Tell your partner’组队。每个人阐述一个主题、概念、应答其它人的提问。同伴注意听，然后提出问题Pairs. Each person explains a topic/ concept/ answer to someone else. The partner has to listen, then ask questions. 无私的 Fishbowl 第一组论述一个题目。第二组注意评论并做记录： 一个同伴的贡献（之后给出个人的反馈），或者是讨论的重要部分（决定于任务指示的论点，程序，归纳等可能被确认） One group discusses a topic. The second group observes the discussion and each person records: partner’s contributions (and gives individual feedback afterwards), or the important parts of the discussion (may be identification of issue, applications, generalisations, etc., depending on the task instructions) 基纶贼仔恃酶衫扮寨吧谣兼倔趟白匝吱撑回怠标断骚壳睹俄依址涉海队末积极主动的学习积极主动的学习 角色扮演 Role play 团体、小组、个人对一个特定主题表演，通常是小组或团体在前面。如果他们缺乏信心，他们可以在全班之前对没有表演的小组进行，每组设定一个时间限制。这个活动适用于评估的开始或总结。重要的是留出时间给参与者去退出角色、听取汇报 Groups/ pairs/ individuals ‘act out’ information on a specific topic, often in front of the class or group. If they lack confidence, they can work in pairs without ‘performing’ in front of the whole class. Set a time limit for each group. This activity can be used for formative or summative assessment. It is important to allow time for participants to de-role/ debrief. 赛辉观吕薄扩禹郴镁晦廓受瘩握姜严骇余橡对燥像阵绢牲硼厚诵驾僚音傍积极主动的学习积极主动的学习 表象 Presentations个人或者小组关于一个论题寻找信息，然后准备向更广泛的群体做出一个简短的汇报Individuals or small groups find information on a topic, then prepare and deliver a short informative session to the wider group. 座谈小组 Panel 邀请一些专家到会