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首页> 美国卫生研究院文献>other >RETHINKING ACTIVE LEARNING AS A PARADIGM OF OUR TIMES: TOWARDS POETICIZING AND HUMANIZING NATURAL SCIENCES IN THE AGE OF STEM
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RETHINKING ACTIVE LEARNING AS A PARADIGM OF OUR TIMES: TOWARDS POETICIZING AND HUMANIZING NATURAL SCIENCES IN THE AGE OF STEM

机译：重新思考将主动学习作为我们时代的典范：迈向科学时代的自然科学化和人文化

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摘要

Though practiced since ancient times, active learning has emerged as the dominant educational paradigm in the 1990s. Methodologically, it is more suitable to teach critical thinking skills compared to the classical lecturing approach. On the other hand, most university settings, including those focusing heavily on STEM (Science-Engineering-Technology-Mathematics), have embraced it unreservedly, offering no forums to analyze its pros and cons and thus provide conditions for its progress. This constitutes a fundamental paradox. In this essay, specific drawbacks associated with the practical applications of this educational paradigm are discussed. They include the promotion of mediocrity through classroom “democratization”; the suppression of solitary reflections and introspectiveness, along with the creative potentials associated therewith; the inhibition of extraordinariness through excessive teamwork; and the incompatibility with the dominant learning assessment strategies. It is argued that the absorption of ideas stemming from domains distant from pedagogy and one’s field of research are needed to revitalize the current state of active learning practice. Proposed solutions include the revival of the magic of live lecturing through training teachers in spoken poetry and performance arts; integrating research projects into teaching time; and restructuring the concept of the classroom toward a space and context more reflective of life and more conducive to the learning experience. Continued discussion over the weaknesses of active learning practices are needed to ensure the unhindered progress of this teaching methodology that is currently unrivaled in its popularity and prospect.
机译：尽管自古以来就实行，但主动学习已成为1990年代的主要教育范式。从方法上讲，与经典的讲授方法相比，它更适合教授批判性思维技巧。另一方面，大多数大学环境，包括那些侧重于STEM（科学，工程，技术，数学）的大学，都毫无保留地接受了它，没有提供论坛来分析其优缺点，从而为其进步提供了条件。这构成了一个基本的悖论。在本文中，讨论了与该教育范式的实际应用相关的特定缺点。其中包括通过课堂“民主化”促进平庸；抑制孤独的反思和内省，以及与之相关的创造潜力；通过过度的团队合作来抑制非凡的表现；以及与主流学习评估策略不兼容。有人认为，需要吸收源于远离教学法和研究领域的思想，以振兴积极学习实践的当前状态。拟议的解决方案包括通过培训口头诗歌和表演艺术老师来复兴现场演讲的魔力；将研究项目纳入教学时间；并将教室的概念调整为更能反映生活并更有利于学习的空间和环境。需要继续讨论主动学习做法的弱点，以确保这种教学方法的无阻碍发展，而这种方法目前在其普及和前景方面是无与伦比的。

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