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Modified generated question learning, and its classroom implementation and assessment

机译：修改后生成的问题学习及其课堂实施和评估

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A number of researchers and educators have proposed educational methods over the years designed to improve our focus on students, their quality of learning, and experiences through academic and personal development. With a concern for moving forward, some of the more classical methods have been abandoned for the sake of progress, technology, and complex teaching pedagogies. We argue that in so doing, some of the basic core principles of learning have been lost, while students have been boxed into specific learning styles. Teachers also have been forgotten in their necessary role as mentors, and how fundamental they are in their capacity to shape intrinsic motivation to learn by teaching question-asking abilities and foster curious learners, especially in higher education. We here discussed and modified the theoretical model of learning (the Generated Question Learning Model—“GQLM”), prompted by teachers, whose role, we recommend, is to understand and practice the fundamental use of question-asking and critical thinking skills in learning. This article suggests that instructors engage the learners’ curiosity into essential cognitive behaviors with which all forms of learning can become possible and learners become well rounded. Teachers in traditional teaching methods transmit skills, while in active learning methods they promote learning and inquiry. This model juxtaposes the two styles of approaches through sensory stimuli (texts, demo, web-application, question-asking).
机译：多年来，许多研究人员和教育工作者提出了一些教育方法，旨在通过学术和个人发展提高我们对学生的关注，他们的学习质量以及经验。为了向前发展，为了进步，技术和复杂的教学方法，一些较经典的方法已被放弃。我们认为这样做会丢失一些学习的基本核心原理，而学生却只能选择特定的学习方式。教师也被遗忘了他们作为导师的必要角色，以及他们在通过教问能力和培养好奇的学习者，尤其是在高等教育中，形成内在学习动机的能力方面具有多么根本的基础。在教师的推动下，我们在这里讨论并修改了学习的理论模型（生成的问题学习模型，简称“ GQLM”），我们建议，其作用是理解和练习提问和批判性思维技能在学习中的基本用法。本文建议，教师应将学习者的好奇心引入基本的认知行为，从而使所有形式的学习成为可能，并使学习者变得全面。采用传统教学方法的教师可以传授技能，而采用主动学习方法的教师则可以促进学习和探究。该模型通过感觉刺激将两种方式并列（文本，演示，Web应用程序，提问）。

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