Gaiser Robert R
Hospital of the University of Pennsylvania, Philadelphia, Pennsylvania 19104, USA.
Int Anesthesiol Clin. 2010 Summer;48(3):1-12. doi: 10.1097/AIA.0b013e3181e6e7f3.
Educators came to realize what internists and pediatricians have known all along: adults and children are not the same. They differ in physiology, pharmacology, and learning. To approach teaching of the adult learner as one would a child is likely to fail. To effectively design and execute a curriculum for the adult, the teacher must consider the role of personal experience, learning preparedness, learning orientation, and motivation to learn. Although these principles may seem novel, they represent good judgment when teaching the adult. The key factor for the educator is to determine the needs of the adult (which is typically based upon personal experience) and then design and implement a curriculum based upon these needs. This approach is backward from the approach used in children in which the curriculum is established without any input from the learner. One other means to improve success is to foster personal reflection upon the teaching by the adult learner. This reflection may develop from carefully phrased questions, from activities in applying the knowledge, or from within the learner. By helping the learner to reflect, the true goals of the teaching may be achieved and the teacher is rewarded by having a more knowledgeable provider, who is able to use and to question the new knowledge. The cycle of adult learning is completed but also starts again.
成人和儿童是不同的。他们在生理学、药理学和学习方面存在差异。将成人学习者的教学方式等同于儿童的教学方式很可能会失败。为了有效地为成人设计和实施课程，教师必须考虑个人经验、学习准备情况、学习取向和学习动机的作用。尽管这些原则可能看似新颖，但在教授成人时它们体现了良好的判断力。对教育工作者来说，关键因素是确定成人的需求（这通常基于个人经验），然后根据这些需求设计并实施课程。这种方法与针对儿童的方法相反，针对儿童的方法是在没有学习者任何参与的情况下制定课程。另一种提高成功率的方法是促进成人学习者对教学进行个人反思。这种反思可能源于精心措辞的问题、应用知识的活动或学习者自身。通过帮助学习者进行反思，可以实现教学的真正目标，并且教师会因有一个更有知识的学习者而得到回报，这个学习者能够运用新知识并对其提出疑问。成人学习的循环完成了，但也再次开始了。
