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Engaging Students With Their Own Learning

机译：让学生自己学习

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摘要

Like all good discussions, the topic for this themed section on teaching writing began as a series of conversations, most notably with my colleague across the hall who teaches courses in the English Education program that prepare undergraduates for student teaching in local high schools. These English majors know of course that they will teach literature and therefore must be familiar with current theory, literary terms, and genre studies. They know also that they will teach writing and suspect that doing so involves more than simply assigning a 500-word essay or correcting grammar mistakes. But how exactly do they teach students to write well? How do they structure classroom time? What exercises or teaching strategies have proven most effective? What are their academic goals and expected outcomes?
机译：像所有良好的讨论一样，本主题关于教学写作的部分的主题开始是一系列的对话，最值得注意的是与我的整个大厅的同事一起讲英语教学计划的课程，这些课程为本科生为本地高中的学生教学做准备。这些英语专业的学生当然知道他们将教授文学，因此必须熟悉当前的理论，文学术语和体裁研究。他们还知道他们会教写作，并且怀疑这样做不只是分配500字的论文或纠正语法错误。但是他们如何精确地教导学生写得好呢？他们如何安排课堂时间？哪些练习或教学策略被证明是最有效的？他们的学业目标和预期成果是什么？

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  • 来源
    《Business communication quarterly》 |2013年第2期|188-191|共4页
  • 作者

    Marilyn A. Dyrud; Rebecca B. Worley;

  • 作者单位

    Oregon Institute of Technology, USA;

    University of Delaware, USA,Department of English, University of Delaware, Memorial Hall, Newark, DE 19716, USA;

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