Paradigm Shift Teacher Centered to Student Centered范式的转变以教师为中心向以学生为中心.pptVIP

Paradigm Shift: Teacher Centered to Student Centered Paradigm Shift Old – Instruction Paradigm An educational institution exists to provide instruction. New – Learning Paradigm An educational institution exists to produce learning. Instruction Paradigm Mistakes the means for an end – takes the means or method, called “instruction” or “teaching”, and makes it the end purpose. Most common teaching method used is LECTURE Does this method promote student learning? Think back about your own learning – how did you learn? What do you remember best? The Lecture Model Economical – Able to cover large amounts of information in a short period of time Teachers are in the active role and students are in a passive, receptive role Students are listeners NOT learners What research tells us: Most people only remember 20% of what they hear. The longer the lecture, less of the information ended up in the students’ notes. Evidence indicates that students learn and retain more information when they are actively involved in the learning process Learning Paradigm Uses student-centered/active learning techniques to get students involved in the learning process Focuses on the student’s needs, abilities, interests, and learning styles Acknowledges student voice as central to the learning experience for every learner Requires students to be active, responsible participants in the learning process Background Research Theorists like John Dewey, Jean Piaget, and Carl Roger’s whose collective work focused on how students learn is primarily responsible for the move to student-centered learning. Central to their ideas is that students actively construct their own learning – known as Constructivism Constructivism Theory of learning which supports humans construct meaning from current knowledge structures. Learners construct new knowledge from their experiences; they incorporate the new information into an already existing framework. NOTE: Constructivism does not suggest one particular pedagogy C