附註:Includes bibliographical references and index.
Cover -- Table of Contents -- Preface -- 1. New Learning: Three Ways to Learn in a New Balance -- PART 1: NEW LEARNING, TECHNOLOGIES AND ASSESSMENT -- 2. Active Learning: Self-Directed Learning and Independent Work -- 3. Collaborative Learning -- 4. New Technologies -- 5. Assessing Active Self-Directed Learning -- 6. Valid Classroom Assessment of Complex Skills -- PART 2: DOMAIN-RELATED ISSUES OF NEW LEARNING -- 7. New Learning in Science and Technology -- 8. New Learning in Social Studies -- 9. Writing and Learning to Write: A Double Challenge -- 10. A Social Perspective on New Learning -- PART 3: NEW INSTRUCTION, TEACHING AND TEACHER EDUCATION -- 11. Process-Oriented Teaching -- 12. Teaching for Active Learning -- 13. New Learning in Teacher Education -- 14. The Professional Development of Teachers.
摘要:The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about "new learning." Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are -- for various reasons -- now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called "learning organizations" as a result of rapidly changing societies and economies.
