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如何培养高阶能力——哈蒂“可见的学习”的视角


编辑:彭正梅 伍绍杨 邓 莉   2019年06月10日


                     如何培养高阶能力

               ——哈蒂“可见的学习”的视角   (2019年第5期)

                             彭正梅 伍绍杨 邓 莉

  [摘 要] 培养高阶能力已经成为全球常识社会的基本共识,而如何面向所有人有效地培养高阶能力,则是全球教育改革的焦点。哈蒂提出了一个“可见的学习”的模式,并用新兴的学习科学研究对此加以佐证,尝试解决进步主义运动以来的关于如何培养高阶能力的持久争议。这个基于证据的模式在某种程度上论证了某些中国教育传统的有效性,比如“反复练习”,但同时指出,“反复练习”并不必然带来高阶能力的发展,而且需要富有影响力的、善激励、有热忱的教师强有力的干预和支撑。哈蒂建议教师成为学生学习的激活者、评价者和社会榜样,基于自身影响力的证据寻找最有效的教学策略。

  [关键词] 哈蒂;高阶能力;可见的学习;效应量;中国学习者

  [编辑概况] 彭正梅,华东师范大学教育学部教授;伍绍杨,华东师范大学教育学部博士生;邓莉,华东师范大学教育学部助理研究员 (上海 200062)

                         How to Develop Higher-Order Skills

               ——A Perspective of "Visible Learning" by John Hattie

                         Peng Zhengmei, Wu Shaoyang & Deng Li

  Abstract: The development of higher-order skills has been universally accepted by the knowledge society worldwide, and the development of these skills for all becomes the focus of global educational reforms. John Hattie proposed the model of "visible learning," which was proved by the emerging learning science, and tried to use it to solve the long-lasting controversy over how to develop high-order skills since the progressive campaign. To some extent, this evidence-based model proved some effective Chinese educational traditions, such as "repetitive practice," but at the same time pointed out that "repetitive practice" did not necessarily lead to the development of higher-order skills; instead, it required powerful interventions and support from influential, inspiring, and passionate teachers. Hattie suggested that teachers should become activators, evaluators and social models for student learning, and seek the most effective teaching strategies based on their own influential evidence.

  Key words: Hattie; higher-order skills; visible learning; effect size; Chinese learners

  Authors: Peng Zhengmei, professor of the Faculty of Education, East China Normal University; Wu Shaoyang, doctoral candidate of the Faculty of Education, East China Normal University; Deng Li, assistant researcher of the Faculty of Education, East China Normal University (Shanghai 200062)

  

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