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首页> 外文会议>International Conference on Artificial Intelligence in Education >Incorporating Reflection Prompts into Learning-by-Teaching Environment to Foster Reflective Student Teacher
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Incorporating Reflection Prompts into Learning-by-Teaching Environment to Foster Reflective Student Teacher

机译：将反思迅速纳入教学环境，促进反思学生老师

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Past research has emphasized on the importance of reflection in teaching and learning. John Dewey (1910, 1933) said "Experience plus reflection equals growth" and advocated the use of reflection to enable teachers to learn from their experience. Schon (1983) suggested that the capacity to reflect on action so as to engage in a process of continuous learning was one of the defining characteristics of professional practice. Raelin (2001) proposed that reflection can illuminate "what has been experienced" and provide "a basis for future action". Davis (1998) used the term "reflection" to refer to both metacognition and sense-making, i.e., reflection can focus on one's own thinking or goals, or on content itself. Biswas, Schwarz, Leelawong and et al. (2001,2003) proposed and developed learning by teaching systems, called teachable agents, based on the adage that teaching others is a powerful way to learn. The teachable agent environment enables a middle-school student to play the role of a teacher in facilitating learning. The student teaches a computerized agent with explicit instruction and the agent will solve problems independently and display the results to the student teacher. It is claimed that this procedure can motivate the student to reflect on what they have taught and gain deeper understanding of the subject material. However, we argue that the middle schools students still lack the ability to autonomously reflect on their goals, contents and thoughts in their first exposure to doing some teaching practice. They need further support from the learning by teaching environment to participate in reflections for better learning. In this paper, we introduce reflection prompts into a learning-by-teaching environment to foster and develop reflective student teachers who are encouraged to reflect on and self-explain their teaching experiences. A reflection prompting schema is designed that consider three different aspects i) the timing of providing reflection prompts; ii) the target levels of reflection; and iii) the types of reflection prompts. To implement the designed schema, we propose a new agent architecture that is capable of monitoring the students' interaction with the learning-by-teaching environment and produce appropriate reflection prompts tailored to students' levels of learning. Pilot study on the benefits of introducing reflection prompts and the further development of the Learning-by-Teaching Environment with reflection support is described.
机译：过去的研究强调了对教学和学习的重要性。 John Dewey（1910年，1933年）表示“经验加反射等于增长”，主张利用思考使教师能够从他们的经验中吸取教训。 Schon（1983）建议反思行动的能力以便从事持续学习的过程是专业实践的定义特征之一。 Raelin（2001）建议反思可以照亮“经验丰富的东西”并为未来行动提供“基础”。戴维斯（1998）使用术语“反思”来指代元记录和感应，即反射可以专注于自己的思维或目标，或内容本身。 Biswas，Schwarz，Leelawong和等。 （2001,2003）通过教学系统提出和开发学习，称为可被教导的代理，基于教学的格言，教学是一种强大的学习方式。可理解的代理环境使中学生能够在促进学习方面发挥作用。学生用明确的指示教授一名计算机化代理，代理商将独立解决问题并向学生老师展示结果。据称，该程序可以激励学生反思他们教导的东西并更深入地了解主题材料。然而，我们认为中学生仍然缺乏自主反思他们的目标，内容和思想的能力，在他们第一次接触到做一些教学实践中。他们需要通过教学环境进一步支持学习，参与更好学习的思考。在这篇论文中，我们介绍了促进教学环境的反思，以培养和开发鼓励反思和自我解释其教学经历的反思学生教师。反射提示模式设计考虑三个不同方面i）提供反射提示的时间; ii）目标水平的反思;和iii）反射提示的类型。为了实现设计的架构，我们提出了一种新的代理体系结构，能够监控学生与教学环境的互动，并对学生的学习水平制作适当的反思迅速。描述了引入反射提示的益处的试验研究以及通过反思支持的教学环境的进一步发展。

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