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The Effect of Teaching General Education Courses on Deep Approaches to Learning: How Disciplinary Context Matters

机译：通识教育课程教学对深度学习方法的影响：学科情境如何发挥作用

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摘要

Building on work examining differences in the emphasis faculty place on effective educational practices, this study uses data from nearly 8,000 faculty members from the 2007 Faculty Survey of Student Engagement to explore how disciplinary area moderates the effect of teaching a general education course (GEC) on the emphasis faculty place on deep approaches to learning. Results showed that the GEC effect was strongest in hard-applied-life fields and weakest in hard-pure-life and soft-applied-life fields, suggesting that proponents of general education reform need to temper their efforts by a clearer understanding of disciplinary differences.
机译：在研究工作重点教师在有效教育实践方面的差异的基础上，本研究使用了来自2007年教师参与度调查的近8,000名教职员工的数据，探讨了学科领域如何缓解教授普通教育课程（GEC）的影响。重点放在深层次的学习方法上。结果表明，GEC的作用在硬性生活领域最强，而在硬性生活和软性生活领域最弱，这表明通识教育改革的支持者需要通过对学科差异的更清晰理解来缓和努力。

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