Paradigm Shift Understanding and Implementing Change in 范式转换的理解和实施的变化.pptVIP

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Paradigm Shift Understanding and Implementing Change in 范式转换的理解和实施的变化.ppt

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Paradigm Shift Understanding and Implementing Change in 范式转换的理解和实施的变化

Paradigm Shift: Understanding and Implementing Change in Second Language Education(George M. Jacobs and Thomas S C Farrell) Whitney and Stephanie EDN 203: Journal Review Change from Positivism to Post-positivism Positivism Emphasis on learning in parts Emphases on separation General Objective consideration and quantified Rely on experts knowledge (researcher as external) Focus on control Top-down Standardization Focus on product Post-Positivism Emphasis on whole and cross-cultural learning Emphasis integration Specific Consider subjective and non-quantifiable Consider average and insider knowledge (researcher as internal) Focus on understanding Bottom-up Diversity appreciation Focus on the process Greater attention on role of learning process Development of life-long learning Greater attention on diversity as a strength to be catered to and appreciated. Holistic learning – school to world connecting Focus of internal classroom than external observers Comprehension - Importance of meaning instead of drills Eight Teaching Strategies Learner Autonomy responsible for own learning and others they interact with Students develop their own purposes for life-long learning Extensive reading Group Activities Self-Assessment – high-order thinking Cooperative Learning Enhance student-student interaction Group activities - student-centered Project Work – community focus Curricular Integration Focus on meaning Drill and memorization – short-term Focus on language that is being used Journal Writing Self-Assessment Strategies Continued Diversity Get rid of “one-size-fit-all” mentality Student awareness on intelligence Students work with different intelligence profiles Thinking skills High-order - critical and creative Project Work Curriculum Integration Alternative Assessment Emphasis meaning rather than form Portfolios Peer assessment and feedback Teachers as co-learners Asking questions with many answers Teachers learn subject area as they teach Teacher and