友友们,请帮我找一篇英语论文,Active Learning in the Classroom...在先等待哦请友友们多多帮忙!要英语的哈要是正规论文的格式哈英语课堂中自主性学习的教学模式英文题目可能翻译的有点不准哦

友友们,请帮我找一篇英语论文,Active Learning in the Classroom...在先等待哦请友友们多多帮忙!要英语的哈要是正规论文的格式哈英语课堂中自主性学习的教学模式英文题目可能翻译的有点不准哦
友友们,请帮我找一篇英语论文,Active Learning in the Classroom...
在先等待哦
请友友们多多帮忙!
要英语的哈
要是正规论文的格式哈
英语课堂中自主性学习的教学模式
英文题目可能翻译的有点不准哦

友友们,请帮我找一篇英语论文,Active Learning in the Classroom...在先等待哦请友友们多多帮忙!要英语的哈要是正规论文的格式哈英语课堂中自主性学习的教学模式英文题目可能翻译的有点不准哦
We are well-known English classroom teaching model:the teachers prepared to explain the lesson,writing on the blackboard,ask questions,the students sit straight into the row after row,face value,notes,I answer,and then allow students to do exercises to test whether or not they receive a The dissemination of information.Classroom teachers are in control,decided to do,how to do,the classroom is the main speaker (speakers),the most active.In this way the English classroom,the teacher is considered to be a prophet of knowledge of English,as in a limited period of time provided for in the language learning content to teach students an important task.Classroom teachers are at the center,is a leading teaching and learning activities,knowledge,students are passive recipients,the entire structure of the teaching and learning activities all around the turn of the teachers.
This center of the classroom teacher has been a model of English teaching in China's mainstream models.The advantage is conducive to teaching management and teaching process control,environmental education is relatively low,teaching more efficient.Of course,it is obvious shortcomings,one of the key is teaching students in the whole process are passive recipients of knowledge,learning initiatives have been ignored or even suppressed.The consequence is that the majority of students in English class feeling very dull,tired of learning English sentiment.Now a new theory of education under the guidance of a growing number of educators aware of this teacher-centered teaching mode in the initiative to mobilize students to learn there are serious flaws.Learning English is not only the intellectual activity that requires a person thinking and physical two-way participation in a passive way of teaching can not be taught to make good teaching results.In recent years,despite growing popularity of English education,but due to various places to start English teaching in a different age,educational level and requirements vary,leading to the secondary level technical schools,including the English language differences,and the mechanics of our English language schools And a number of relatively poor.In addition,students on the culture of the theory of non-attention to the mechanics of our schools teaching English to a certain degree of difficulty.Mechanics of how to mobilize students in the classroom learning enthusiasm and initiative,to create a relatively relaxed and happy atmosphere in the classroom to inspire students to take the initiative to learn the mood music to the poor on the basis of advances in the technical schools is a teacher of English to be considered The important issue.According to my own teaching practice and theory of knowledge put forward on a number of technical schools to create a good atmosphere in the classroom to allow students to take the initiative to learn English a few points.

Active Learning: Creating Excitement in the Classroom
by Charles C. Bonwell and James A. Eison
Research consistently has shown that traditional lecture methods, in which professors talk and ...

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Active Learning: Creating Excitement in the Classroom
by Charles C. Bonwell and James A. Eison
Research consistently has shown that traditional lecture methods, in which professors talk and students listen, dominate college and university classrooms. It is therefore important to know the nature of active learning, the empirical research on its use, the common obstacles and barriers that give rise to faculty members' resistance to interactive instructional techniques, and how faculty, faculty developers, administrators, and educational researchers can make real the promise of active learning.
WHAT IS ACTIVE LEARNING AND WHY IS IT IMPORTANT?
Surprisingly, educators' use of the term "active learning" has relied more on intuitive understanding than a common definition. Consequently, many faculty assert that all learning is inherently active and that students are therefore actively involved while listening to formal presentations in the classroom. Analysis of the research literature (Chickering and Gamson 1987), however, suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.
Use of these techniques in the classroom is vital because of their powerful impact upon students' learning. For example, several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies evaluating students' achievement have demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing. Further, some cognitive research has shown that a significant numbe of individuals have learning styles best served by pedagogical techniques other than lecturing. Therefore, a thoughtful and scholarly approach to skillful teaching requires that faculty become knowledgeable about the many ways strategies promoting active learning have been successfully used across the disciplines. Further, each faculty member should engage in self-reflection, exploring his or her personal willingness to experiment with alternative approaches to instruction.
HOW CAN ACTIVE LEARNING BE INCORPORATED IN THE CLASSROOM?
The modification of traditional lectures (Penner 1984) is one way to incorporate active learning in the classroom. Research has demonstrated, for example, that if a faculty member allows students to consolidate their notes by pausing three times for two minutes each during a lecture, students will learn significantly more information (Ruhl, Hughes, and Schloss 1987). Two other simple yet effective ways to involve students during a lecture are to insert brief demonstrations or short, ungraded writing exercises followed by class discussion. Certain alternatives to the lecture format further increase student level of engagement: (1) the feedback lecture, which consists of two minilectures separated by a small-group study session built around a study guide, and (2) the guided lecture, in which students listen to a 20- to 30-minute presentation without taking notes, followed by their writing for five minutes what they remember and spending the remainder of the class period in small groups clarifying and elaborating the material.
Discussion in class is one of the most common strategies promoting active learning_with good reason. If the objectives of a course are to promote long-term retention of information, to motivate students toward further learning, to allow students to apply information in new settings, or to develop students' thinking skills, then discussion is preferable to lecture (McKeachie et al. 1986). Research has suggested, however, that to achieve these goals faculty must be knowledgeable of alternative techniques and strategies for questioning and discussion (Hyman 1980) and must create a supportive intellectual and emotional environment that encourages students to take risks (Lowman 1984).
Several additional strategies promoting active learning have been similarly shown to influence favorably students' attitudes and achievement. Visual-based instruction, for example, can provide a helpful focal point for other interactive techniques. In-class writing across the disciplines is another productive way to involve students in doing things and thinking about the things they are doing. Two popular instructional strategies based on problem-solving model include the case study method of instruction and Guided Design. Other active learning pedagogies worthy of instructors' use include cooperative learning, debates, drama, role playing and simulation, and peer teaching. In short, the published literature on alternatives to traditional classroom presentations provides a rich menu of different approaches faculty can readily add to their repertoire of instructional skills.
WHAT ARE THE BARRIERS?
To address adequately why most faculty have not embraced recent calls for educational reform, it is necessary first to identify and understand common barriers to instructional change, including the powerful influence of educational tradition; faculty self-perceptions and self-definition of roles; the discomfort and anxiety that change creates; and the limited incentives for faculty to change.
But certain specific obstacles are associated with the use of active learning including limited class time; a possible increase in preparation time; the potential difficulty of using active learning in large classes; and a lack of needed materials, equipment, or resources.
Perhaps the single greatest barrier of all, however, is the fact that faculty members' efforts to employ active learning involve risk--the risks that students will not participate, use higher-order thinking, or learn sufficient content, that faculty members will feel a loss of control, lack necessary skills, or be criticized for teaching in unorthodox ways. Each obstacle or barrier and type of risk, however, can be successfully overcome through careful, thoughtful planning.
WHAT CONCLUSIONS SHOULD BE DRAWN AND RECOMMENDATIONS MADE?
The reform of instructional practice in higher education must begin with faculty members' efforts. An excellent first step is to select strategies promoting active learning that one can feel comfortable with. Such low-risk strategies are typically of short duration, structured and planned, focused on subject matter that is neither too abstract nor too controversial, and familiar to both the faculty member and the students.
Faculty developers can help stimulate and support faculty members' efforts to change by highlighting the instructional importance of active learning in the newsletters and publications they distribute. Further, the use of active learning should become both the subject matter of faculty development workshops and the instructional method used to facilitate such programs. And it is important that faculty developers recognize the need to provide follow-up to, and support for, faculty members' efforts to change.
Academic administrators can help these initiatives by recognizing and rewarding excellent teaching in general and the adoption of instructional innovations in particular. Comprehensive programs to demonstrate this type of administrative commitment (Cochran 1989) should address institutional employment policies and practices, the allocation of adequate resources for instructional development, and the development of strategic administrative action plans.
Equally important is the need for more rigorous research to provide a scientific foundation to guide future practices in the classroom. Currently, most published articles on active learning have been descriptive accounts rather than empirical investigations, many are out of date, either chronologically or methodologically, and a large number of important conceptual issues have never been explored. New qualitative and quantitative research should examine strategies that enhance students' learning from presentations; explore the impact of previously overlooked, yet educationally significant, characteristics of students, such as gender, different learning styles, or stage of intellectual development; and be disseminated in journals widely read by faculty.
In retrospect, it appears that previous classroom initiatives and written materials about active learning have all too often been isolated and fragmented. The resulting pedagogical efforts have therefore lacked coherence, and the goal of interactive classrooms has remained unfulfilled. Through the coordinated efforts of individual faculty, faculty developers, academic administrators, and educational researchers, however, higher education in the coming decade CAN make real the promise of active learning!
SELECTED REFERENCES
Chickering, Arthur W., and Zelda F. Gamson. March 1987. "Seven Principles for Good Practice." AAHE Bulletin 39: 3-7. ED 282 491. 6 pp. MF-01; PC-01.
Cochran, Leslie H. 1989. Administrative Commitment to Teaching. Cape Girardeau, Mo.: Step Up, Inc.
Hyman, Ronald T. 1980. Improving Discussion Leadership. New York: Columbia Univ., Teachers College Press.
Lowman, Joseph. 1984. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass.
McKeachie, Wilbert J., Paul R. Pintrich, Yi-Guang Lin, and David A.F. Smith. 1986. Teaching and Learning in the College Classroom: A Review of the Research Literature. Ann Arbor: Regents of The Univ. of Michigan. ED 314 999. 124 pp. MF-01; PC-05.
Penner, Jon G. 1984. Why Many College Teachers Cannot Lecture. Springfield, Ill.: Charles C. Thomas.
Ruhl, Kathy L., Charles A. Hughes, and Patrick J. Schloss. Winter 1987. "Using the Pause Procedure to Enhance Lecture Recall." Teacher Education and Special Education 10: 14-18.
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ED340272 Sep 91 Active Learning: Creating Excitement in the Classroom. ERIC Digest.
ERIC Clearinghouse on Higher Education, Washington, D.C.; George Washington Univ., Washington, D.C

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This book explains how college faculty can use cooperative learning to increase student achievement, create positive relationships among students, and promote healthy student psychological adjustment ...

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This book explains how college faculty can use cooperative learning to increase student achievement, create positive relationships among students, and promote healthy student psychological adjustment to college. The book contains practical strategies toward these ends and presents the conceptual framework needed to create a cooperative learning community. The chapters are: (1) "Cooperative Learning in College"; (2) "Formal Cooperative Learning"; (3) "Informal Cooperative Learning"; (4) "Cooperative Based Groups"; (5) "Five Basic Elements"; (6) "Integrated Use of Cooperation"; (7) "Group Processing"; (8) "Assessing Student Productivity"; (9) "Cooperative College"; and (10) "Reflections." An appendix contains a review of research on cooperative learning. (Contains 10 figures, 7 tables, and 301 references.) (SLD)

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