Modell H I
National Resource for Computers in Life Science Education, Seattle, Washington 98115, USA.
Am J Physiol. 1996 Jun;270(6 Pt 3):S69-77. doi: 10.1152/advances.1996.270.6.S69.
Most students have spent the majority of their school career in passive learning environments in which faculty were disseminators of information, and students were required to memorize information or use specified algorithms to "solve problems." In an active learning environment, students are encouraged to engage in the process of building and testing their own mental models from information that they are acquiring. In such a learner-centered environment, faculty become facilitators of learning, and students become active participants, engaging in a dialogue with their colleagues and with the instructor. To create a successful active learning environment, both faculty and students must make adjustments to what has been their respective "traditional" roles in the classroom. For the instructor who is committed to promoting active learning, the challenge lies in helping students understand the necessity of becoming active colleagues in learning. This process can be facilitated if the curriculum includes exercises to direct students' attention to a number of issues that impact their learning. This paper describes four such exercises designed to help students form appropriate course expectations, recognize the need for seeking clarification when communicating, recognize the role of personal experience in building mental models, and become familiar with study aids for building formal models.
大多数学生在其学业生涯的大部分时间里都处于被动学习环境中，在这种环境里，教师是信息传播者，学生需要记忆信息或使用特定算法来“解决问题”。在主动学习环境中，鼓励学生根据所获取的信息参与构建和测试自己心理模型的过程。在这样一个以学习者为中心的环境中，教师成为学习的促进者，学生成为积极参与者，与同学和教师进行对话。要创建一个成功的主动学习环境，教师和学生都必须对他们在课堂上各自的“传统”角色做出调整。对于致力于促进主动学习的教师来说，挑战在于帮助学生理解成为学习中的积极伙伴的必要性。如果课程中包含一些练习，引导学生关注一些影响他们学习的问题，那么这个过程会更容易推进。本文介绍了四个这样的练习，旨在帮助学生形成适当的课程期望，认识到交流时寻求澄清的必要性，认识到个人经验在构建心理模型中的作用，并熟悉构建形式模型的学习辅助工具。
