Twyman Janet S
blast, 3075 South Morning Sky Drive, Cottonwood, AZ 86326 USA.
Perspect Behav Sci. 2021 Aug 18;44(2-3):169-193. doi: 10.1007/s40614-021-00310-1. eCollection 2021 Sep.
We are in the midst of a global learning crisis. The National Center for Education Statistics (2019) reports that 65% of fourth- and 66% of eighth-grade students in the United States did meet proficient standards for reading. A 2017 report from UNESCO reports that 6 out of 10 children worldwide do not achieve minimum proficiency in reading and mathematics. For far too many learners, instruction is riddled with confusion and ambiguity. Engelmann and Carnine's (1991) approach to improving learning is to design instruction that communicates one (and only one) logical interpretation by the learner. Called "faultless communication" this method can be used to teach learners a wide variety of concepts or skills and underpins all Direct Instruction programs. By reducing errors and misinterpretation, it maximizes learning for all students. To ensure effectiveness, the learner's performance is observed, and if necessary, the communication is continually redesigned until faultless (i.e., the learner learns). This "Theory of Instruction" is harmonious with behavior analysis and beneficial to anyone concerned with improving student learning-the heart and soul of good instruction.
我们正处于一场全球学习危机之中。美国国家教育统计中心（2019年）报告称，美国四年级学生中有65%、八年级学生中有66%未达到阅读熟练标准。联合国教科文组织2017年的一份报告称，全球十分之六的儿童在阅读和数学方面未达到最低熟练水平。对于太多学习者来说，教学充满了困惑和模糊性。恩格尔曼和卡宁（1991年）改善学习的方法是设计一种教学方式，让学习者能够做出一种（且只有一种）符合逻辑的解读。这种方法被称为“完美沟通”，可用于教授学习者各种各样的概念或技能，并且是所有直接教学项目的基础。通过减少错误和误解，它能让所有学生的学习效果最大化。为确保有效性，要观察学习者的表现，如有必要，不断重新设计沟通方式，直到达到完美（即学习者学会）。这种“教学理论”与行为分析相一致，对任何关心改善学生学习的人都有益——而改善学生学习正是优质教学的核心所在。
