反思模型应用于高等教育【外文翻译】.docVIP

毕业论文（设计） 外文翻译 A re?ective essaying model for higher education Abstract Purpose – The purpose of this paper is to outline a re?ective essaying model as a useful way of encouraging learning in higher education. It aims to de?ne re?ective essaying as the free and serious play of mind on an interesting topic in an attempt to learn. Design/methodology/approach – Re?ective essaying is ?rst introduced as a unifying concept in the model. Second, the model is introduced and justi?ed especially in connection with De Montaigne’s invention of the essai as a process of trying out opinions and testing responses. Third, the role of teachers as essaying mentors is discussed. Fourth, mentoring for essaying is examined as a learning transaction which exempli?es Dewey’s transactional theory of experience and knowing. Findings – Re?ective essaying is promoted as an important way of letting students try to learn. Re?ective mentors should promote student learning through re?ective essaying which would encourage students to develop their own criticality. Practical implications – The paper has implications for both teachers and students. Teachers are urged to become more like mentors and less like didactic instructors. As mentors they should be encouraging students to see academic writing as trying out, as essaying, as experimenting with, and as learning through the ideas and materials they re?ect upon.. Originality/value – The paper is original in its approach in that it draws on a wide range of historical and contemporary sources on essaying in order to re-evaluate and resurrect essaying as an experimental process of learning. Keywords Teaching, Mentoring, Higher education Paper type Viewpoint To be playful and serious at the same time is possible, and it de?nes the ideal mental condition. Absence of dogmatism and prejudice, presence of intellectual curiosity and ?exibility, are manifest in the free play of mind upon a topic (Dewey, 1991, p. 218). My idea of re?ective essaying