适用于迷茫在学习海洋中的冒险者

摘要: Share your methods of improving spoken English by your

09-10 14:56 首页 酷艾英语

昨天自主练习口语的方法学会了吗?

你有没有开始自主练习的旅程呢?


如果没有的话,你是否还在困惑以下问题呢?


是不是觉得自己总坚持不住学习?


自信满满下定决心做一件事,

却一遇到困难就想放弃?


今天的演讲就要告诉你“三记绝招”

—— 三个激发学习的方法

—— Three rules to spark learning


演讲者是从一名人民教师的角度来进行的,

但我相信他所传授的三点内容,

无论你是老师、父母,还是学生,

都能够在你的生活中得以运用。


所以,赶快戳起来看吧!




(演讲原文节选)


01:23

You know, questions and curiosity like Maddies are magnets that draw us towards our teachers, and they transcend all technology or buzzwords in education. But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students questions. For example, flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time, but if it is the focus of our students experience, its the same dehumanizing chatter just wrapped up in fancy clothing. But if instead we have the guts to confuse our students, perplex them, and evoke real questions, through those questions, we as teachers have information that we can use to tailor robust and informed methods of blended instruction.

 

要知道,像Maddie这样带着疑问并怀有一颗好奇心,是让学生更亲近老师的一种魔力。他们超脱了所有教学技术和高大空的流行语。如果我们在学生提问之前,就把这些技术呈现出来,我们将毁掉我们作为老师手中最强大的武器——学生们的疑问。比如说,在教室里借助移动电子设备将一堂沉闷的课快速讲完,或许会节省些老师进行指导的时间,但是,如果这是学生在课堂上所能收获的体验,那这种照本宣科的无趣只是华而不实的教学罢了。但是,如果我们有胆量去引起学生们的疑问,让他们感到困惑,唤起他们提出真正的问题,然后从他们的问题里,老师可以得到很多信息来帮助作些调整教学,采用多样化的教学方法。

 

02:20

So, 21st-century lingo jargon mumbo jumbo aside, the truth is, Ive been teaching for 13 years now, and it took a life-threatening situation to snap me out of 10 years of pseudo-teaching and help me realize that student questions are the seeds of real learning, not some scripted curriculum that gave them tidbits of random information.

 

这样,21世纪的那些术语行话就不会像魔咒一样难懂了。事实是,今年是我从教的第13个年头,我曾碰到过一件生死悠关的事才将我从10年的伪教学中拉了出来。我这才明白,学生带着疑问来学习的心态才能使他们学习到真正有意义的东西,而不是照本宣科的课程,课程本身只能给学生提供一些随机的信息而已。

 

02:47

In May of 2010, at 35 years old, with a two-year-old at home and my second child on the way, I was diagnosed with a large aneurysm at the base of my thoracic aorta. This led to open-heart surgery. This is the actual real email from my doctor right there. Now, when I got this, I was -- press Caps Lock -- absolutely freaked out, okay? But I found surprising moments of comfort in the confidence that my surgeon embodied. Where did this guy get this confidence, the audacity of it?

 

2010年5月份,当时我35岁,我已经有个2岁大的孩子,我的第二个孩子也即将出生,当时我被诊断为患有大动脉瘤,这个肿瘤长在我的胸主动脉上。因此,我要需做一个开腔手术。这就是当时我的医生写给我的电子邮件。当我收到他的邮件时,我的头都大了,当时真的完全被吓坏了!但我还是得到些许意外的安慰,这种安慰来源于我的外科医生的自信心。他的自信心来是打哪儿来的呢?来自于他的大胆吗?

 

03:21

So when I asked him, he told me three things. He said first, his curiosity drove him to ask hard questions about the procedure, about what worked and what didnt work. Second, he embraced, and didnt fear, the messy process of trial and error, the inevitable process of trial and error. And third, through intense reflection, he gathered the information that he needed to design and revise the procedure, and then, with a steady hand, he saved my life.

 

我问他这个问题,他跟我讲了三件事情。他说,第一,他的好奇心驱使他去就手术的程序预设了很多硬性问题,把各种可行和不可行的方案全都想遍了。第二,不要害怕逃避,要勇于面对尝试与错误中的各种冗杂问题,和不可避免的过程。第三,通过紧张有致的综合思考,他获取了他所需的信息,以此来设计和修改手术的进程。最后,他胸有成竹地帮我做了手术,救了我一命。

 

03:52

Now I absorbed a lot from these words of wisdom, and before I went back into the classroom that fall, I wrote down three rules of my own that I bring to my lesson planning still today. Rule number one: Curiosity comes first. Questions can be windows to great instruction, but not the other way around. Rule number two: Embrace the mess. Were all teachers. We know learning is ugly. And just because the scientific method is allocated to page five of section 1.2 of chapter one of the one that we all skip, okay, trial and error can still be an informal part of what we do every single day at Sacred Heart Cathedral in room 206. And rule number three: Practice reflection. What we do is important. It deserves our care, but it also deserves our revision. Can we be the surgeons of our classrooms? As if what we are doing one day will save lives. Our students our worth it. And each case is different.

 

我从他充满智慧的言语中学到很多,那年秋季,在我回校上课前,我也给自己的教学定了三条规则,至今,我一直在我的教学中遵循这三条规则。第一条规则:把学生的好奇心放在第一位。学生的问题是帮助教师进行重要学习指导的窗口,而不是反其道而行之。第二条规则:勇于面对各种冗杂。我们都是教师。我们知道学习绝非易事。这是因为,科学的方法已经写在课本第五页的第一章第一部分的第二节里了,而这章又刚好是我们跳过不讲的:试错法(通过反复试验来消除误差)。这种方法仍然是我们每天在圣心大教堂206室里所采用的一种非正规方法。第三条:实践反思。我们做的是重要的事。它值得我们关注,而且也值得我们去进行修正。我们这些老师能不能成为课堂中的外科医生呢? 我们所教的东西或许在将来的某一天可能会救别人一命。 我们的学生,我们得珍惜。 而每个个体都是不同的。



演讲中所陈述的三个方法,

无论是运用在教学过程还是自主学习中,

都对你大有裨益。


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