What Are the Different Types of Active Learning Techniques?

Autonomous learning is a modern learning method corresponding to traditional acceptance learning. Taking students as the main body of learning, students are the masters of themselves, not dominated by others, and not interfered by the outside world. Through reading, listening, research, observation, practice and other means, individuals can be continuously changed (knowledge and skills, methods and processes, emotions and values Improvement and sublimation).

Self-learning

(Modern learning method)

Autonomous learning is a modern learning method corresponding to traditional acceptance learning. As the name implies, autonomous learning is based on students as the main body of learning, and achieves learning goals through students' independent analysis, exploration, practice, questioning, and creativity. "

The basic task of autonomous learning for teachers is in modern learning societies, including teachers, schools, families and society. For students studying at school, the school is the main place and main channel for learning, and teachers and principals are the most important teachers. Autonomous learning requires that teachers teach school education as the main position, supplemented by necessary and scientific home education and

From the above definitions, we can see that autonomous learning emphasizes cultivating students' strong learning motivation and strong learning interest, so as to carry out active learning, that is, learning voluntarily and voluntarily rather than passively or reluctantly.

Therefore, the category of "autonomous learning" itself shows the learning of the subject itself, reflecting the "active" quality of the "subject"; learning is "autonomous" learning, "autonomy" is the essence of learning, and "autonomy" "Sex" is the essential attribute of learning. The "autonomy" of learning is embodied by the three characteristics of "self-reliance", "self-reliance" and "self-discipline". These three characteristics constitute the three pillars of "autonomous learning" and the basic characteristics shown.

Independence

Each subject is a relatively independent person. Learning is the "own" thing and "own" behavior of the subject, and it is irreplaceable and irreplaceable by anyone.

Each subject has its own independent psychological and cognitive system. Learning is the result of independent analysis and thinking of external stimulus information, and has its own unique way and special significance.

Each subject has the desire to seek independence. It is its internal basis and motivation to obtain independence.

Each learning subject has the "genius" of learning potential and a certain degree of independence, and can rely on itself to resolve "obstacles" in the learning process, thereby acquiring knowledge. The four meanings of learning "self-reliance" are organically related to each other. The independent learning subject is the independent bearer of "self-directed learning"; the unique psychological cognitive structure is the thinking foundation of "self-directed learning"; the desire for independence is the driving force basis of "self-directed learning"; and learning The learning potential and ability of the subject is the ability basis of "autonomous learning".

It can be seen that self-reliance is the foundation and premise of "autonomous learning", is the inherent nature of the learning subject, and is universally possessed by each learning subject. It is not only often reflected in all aspects of learning activities, but also throughout the learning process. Therefore, self-reliance is the soul of "autonomous learning."

Self-reliance

The subject of learning incorporates learning into its own life structure and becomes an integral part of its life activities. The self-study of learning is the embodiment and development of independence. It contains the four-level structural relationship of self-exploration, self-selectivity, self-construction and self-creation. Therefore, self-study is essentially the process of self-exploration, self-selection, self-construction, and self-creation of knowledge by the learning subject.

Self-exploration is often based on curiosity. Curiosity is human nature, which not only generates learning needs, but also a learning motivation. Self-discovery is the process of self-knowledge and knowledge about things, environment, events, etc. triggered by the learning subject based on curiosity. It is manifested not only in the direct understanding of things and events by the learning subject, but also in the learning of "text" knowledge. Textual knowledge is the recognition of objective things by predecessors or authors, not the direct knowledge of the learning subject. Therefore, the study of "text" knowledge is actually an exploratory study. Knowledge and cognition through self-exploration is one of the ways for learning subjects to gain knowledge for themselves.

Self-selectivity refers to the self-attention of information by the learning subject in the exploration.

Subjects of Behavior-Students

The main body of the autonomous learning method is of course students. In traditional classrooms, students are only used as a tool for teachers to implement teaching plans and complete teaching tasks. Teachers use students to achieve teaching goals. Therefore, the real subject of the classroom is not the students, and the student's learning behavior is passive, regardless of the teacher's teaching Whatever the level, students cannot change this teaching method.

Physical Education and Health

To do the following:

Make a plan . And strictly follow this plan (some students don't like this);

Establish a sense of purpose . Establish a goal that is conducive to persistence in learning (must do);

The proposal of "autonomous learning" in China on the one hand reflects the new achievements of the study domain of Chinese learning, and on the other hand raises a series of new and fundamental questions about the current education and teaching reform in China. The problem of "autonomous learning" was established as an important research content by the National Education Science Ninth Five-Year Plan, which shows its importance and its broad consensus in the theoretical world. Therefore, it is necessary to cultivate self-directed learning habits, deepen its research, and clarify its meaning, status and significance in the education process.

Although there are many studies on autonomous learning, there is no precise definition of autonomous learning. Generally speaking, many researchers (

Cultivating self-learning ability is the need of social development to face the challenges of the new century, adapt to the rapid development of science and technology, and adapt to the requirements of vocational transformation and accelerated frequency of knowledge updating. Individuals must learn for life. Lifelong learning ability becomes a basic quality that a person must have. In the future development, whether our students are competitive, have great potential, or have the ability to master their knowledge in the information age, fundamentally, it all depends on whether the students have the ability to learn for life, Learning to learn at the educational stage has become a very important issue in many countries in the world today. As stated in the book "Learning to Survive": "Future illiterates are not illiterate people, but people who have not learned how to learn." Lifelong learning is generally not carried out in schools, and no teacher is with them. Human self-learning ability. It can be seen that the autonomous learning ability has become the basic ability of human survival in the 21st century.

At the same time, as educators, we are more soberly aware that in today's era of knowledge explosion, it is impossible for any education to impart all human knowledge to learners. The task of education must be to transform students 'knowledge into training students' learning abilities. To cultivate the learning ability of students is the essence of learning.

Cultivating autonomous learning ability is the primary goal of curriculum reform.

Let's talk about how to cultivate the ability of autonomous learning.

Stimulate interest in learning

No matter which discipline the student is guided by, the important teaching experience is to guide students to learn independently. Especially in classroom teaching, it is necessary to grasp students as the main body of learning, let students use their hands, their mouths, their eyes, and their brains, so that students can actively participate in teaching activities, and be able to devote themselves to the teaching process in order to taste and gain knowledge. Joy. Changing "what I want to learn" to "what I want to learn" induces students to take the initiative in learning, so that the classroom atmosphere closely surrounds the teacher's speech and teaching ideas, and generates positive psychological emotions. Asking questions and inspiring students from various perspectives to analyze, think, and seek answers to questions, resulting in a situation where students consciously work to achieve the teaching goals.

Mr. Tao Xingzhi, a famous Chinese educator, once pointed out: "I think a good husband is not teaching, not teaching students, but teaching students." As for how to "learn", teachers 'guidance is needed, and teachers' "teaching" . Make it "teach" to achieve no need to teach. "

The theoretical basis of autonomous learning

Educational concept of autonomous development of educational subjects. Education is an activity for cultivating people. Modern education is based on modern production and modern lifestyles, with modern technology and modern culture as the background. It insists on combining with production and labor, and aims at cultivating self-developed individuals. The development of modern society requires people who are trained by modern education to have an innovative spirit and ability. At present, there are various disadvantages in our education theory and education practice. One of them is to despise or even ignore the autonomous development of the education subject in the process of cultivating people. It is manifested in the implementation of a uniform and standardized education, focusing only on the mastery of knowledge, neglecting the cultivation of innovative spirit, innovative ability and personality development, resulting in students' passive learning, poor hands-on and practical ability, and poor participation awareness and ability. Autonomous learning and education reform experiments take the autonomous development of educational subjects as the starting point and basis for educational reform, and fundamentally reform unreasonable ideas, thinking and behavior in current education, and strive to achieve changes in educational theory and educational concepts.

Modern education and teaching concepts centered on learning theory. Adapting to the needs of the knowledge economy era and the learning society, the traditional education and teaching concepts have undergone fundamental changes. The focus of change is manifested in three areas.

The first is to build a theoretical system of modern education centered on the autonomous development of educational subjects and innovative education, and to establish a modern education theory centered on "learning to learn."

The second is based on the "learning theory" to transform the current "pedagogy" and establish a "learning theory" as the modern teaching concept. Autonomous learning requires the true establishment of learner subject development and autonomous development, so that the teaching theory of the era of knowledge economy is more in line with the inherent laws of learner learning, skills and personality development. The so-called "teaching" of teachers, its true meaning is from the past. "Teaching students knowledge and skills" becomes "Teaching students to learn". Establish a modern teaching theory centered on learning theory.

The third is to promote the fundamental change of the concept of pedagogy with the study of pedagogy as the center. Establish a theoretical system of teaching methods centered on learning methods, and continue to promote the practical exploration of this teaching method.

(3) Understanding as the core of learning. For teachers to make students the subject of autonomous learning, they must establish that learning is an understanding, memory, and application process, and that students' grasp of knowledge is a process of preliminary understanding, strengthening memory, learning to apply, and deepening understanding. The essence and core of the learning process is understanding, not memory. Establishing such a view of learning can make the learned knowledge more stable and flexible, and it is possible to make knowledge the wings of creativity.

A dynamic, structured view of knowledge. In autonomous learning, teachers must establish a scientific and structured view of knowledge. They must pay attention to the teaching of book knowledge and pay attention to guiding students to accumulate and theorize their experience. Students must attach importance to learning "what" and "why" Knowledge, we must pay more attention to the learning of "how to do".

Creation of autonomous learning conditions

The condition for autonomous learning is the extent to which learners make free choices in terms of learning goals, learning content, learning methods, and learning materials .

In fact, the degree of this free choice depends on both the subjective knowledge and the objective conditions. Subjective knowledge is the tolerance and trust of the learning mechanism for learners' autonomous learning. And this tolerance and trust depends on the educational thinking that dominates the educational mechanism and the country, society, family, and learners' own understanding of education and their expectations for education. Innovations in educational thinking and changes in educational expectations are often more difficult than people think.

In addition, there are many links in the education mechanism and many aspects are involved. It is even more difficult to achieve a unified understanding in all aspects and aspects. This is also the main reason why the learner-centered educational thinking has not been really implemented. Of course, subjective knowledge also includes the learner's willingness and self-confidence in autonomous learning.

It is worth noting that not all learners are willing to take primary responsibility for their own learning. There are reasons for attitudes and motivations, as well as individual characteristics and individual preferences.

Of course, existing educational thoughts and models may also make learners develop learning habits that rely on teachers. To solve the problem of subjective cognition, on the one hand, it is necessary to further strengthen the study of the theory and practice of autonomous learning, and provide the necessary theoretical basis for each link of the educational mechanism. On the other hand, it also requires that all aspects of the educational mechanism and the learners themselves be subjectively updated.

If the subjective knowledge of autonomous learning depends on the change of ideology, its objective conditions depend on the material basis. Objective conditions for autonomous learning refer to hardware facilities that can provide learners with free choice of learning materials, activity venues, learning methods and means.

A wealth of learning materials is a prerequisite for individualized learning and an important material condition for autonomous learning. It can be said that under the condition that the subjective conditions of autonomous learning are relatively mature, the learning needs, activities and learning progress of each learner may be different. To meet these different needs, we must first provide rich learning materials and sufficient and flexible learning places. In addition, when schools are equipped with self-learning materials, they should pay attention to meeting the needs of self-learning. In the past, textbooks were often limited in content selection and form design in order to cater for the needs of large-scale learners. For example, some content is good, but was forced to give up because of the needs of less suitable learners. Furthermore, most traditional textbooks meet the needs of classroom teaching and are not suitable for autonomous learning. The methods of activity and required learning methods used in these textbooks are often relatively single, especially the lack of application of modern educational technology. Therefore, designing new textbooks that meet the needs of autonomous learning is also a top priority for current education practitioners. Many western countries now advocate the establishment of self-study centers at all levels of education.

In self-study centres, learners choose materials, media and activities according to their learning needs. In addition, the application of computer-aided multimedia teaching software in autonomous learning is becoming more and more common. Computer-aided teaching software has the advantages of large capacity, diverse means, and human-computer interaction, so it is highly valued in the field of education. The popularity of the Internet has also provided an effective way for autonomous learning.

V. Autonomous learning and classroom teaching Fully autonomous learners can study without a classroom, teachers, or textbooks, but such ideal autonomous learners and learning conditions do not exist, even for self-learners. Autonomous learning. We advocate autonomous learning to create a certain autonomous learning space in the school education environment, in order to meet the needs of different learners, stimulate learning motivation, improve learning results, and cultivate the ability of autonomous learning so that learners can continue after leaving school Learn.

Schools are still the main place for learning and the main source of learning materials. Teachers still have the role of preaching, teaching, and puzzle-solving. The syllabus is still an important document to guide students' learning. Learners can have their own learning goals, but such goals should not conflict with the overall goals of the syllabus. Of course, the syllabus must be reasonable and realistic.

Therefore, autonomous learning does not negate the school education that has a long history, but should be an integral part of school education and a necessary supplement to classroom teaching. On how to coordinate the relationship between autonomous learning and classroom teaching, the author proposes the following:

Increase the flexibility of the syllabus so that teachers have greater autonomy in teaching, thereby reducing the distance between classroom teaching and autonomous learning.

2. Innovate teaching methods, mainly from the teacher-centered teaching method to the learner-centered teaching method.

3. Shift the focus of classroom teaching and make it a place for negotiation, discussion, and cooperation between learners and learners or between learners and teachers, in order to solve problems that learners cannot solve alone.

4. Appropriately reduce classroom teaching time and increase autonomous learning time. 5. Innovate assessment standards, assessment methods and assessment methods, and strive to reflect the actual results of autonomous learning.

Learner responsibilities in autonomous learning

Educational thought based on humanistic psychology not only gives learners greater autonomy but also comes with greater responsibilities. To fully fulfill their powers, learners should have the following capabilities (Sheerin, 1997) and be responsible for their own learning:

1. The ability to develop and adjust learning objectives if necessary;

2. Ability to judge whether learning materials and learning activities are consistent with learning objectives;

3 Ability to select learning materials and content;

4 Ability to choose or self-design learning activities and perform learning activities;

5. Ability to negotiate with teachers or other learners;

6. Ability to monitor the implementation of learning activities;

7. Ability to adjust emotional factors such as attitude and motivation;

8. Ability to assess learning outcomes.

Autonomous learners may need more than the eight areas listed above. However, it is generally believed that the ability to plan, implement and evaluate is the main ability that autonomous learners need to possess. Therefore, in order to adopt autonomous learning methods, we must pay attention to cultivating learners' own abilities. And the cultivation of autonomous learning ability should be based on the learners themselves; the autonomous learning ability is not "teached" by the teacher, but developed by the learners themselves. Many researchers (Cheng Xiaotang, 2000) believe that the following aspects of activities help to cultivate the autonomous learning ability of autonomous learners:

1. Learners fully understand their objective conditions and conduct comprehensive assessments. For example, learn about your current level through performance tests; learn about the probability and degree of your success through academic ability tests; learn about your intelligence level, learning style, personality characteristics, and emotional characteristics through psychological and intelligence tests.

2. Learners should clarify their own needs, especially the ultimate purpose of learning. This is the basis for learners to formulate specific learning goals. Research shows that purposeful learning is much better than learning without a purpose.

3 Learners should be good at broadening information channels and acquiring information skills in order to have greater freedom in selecting learning content and materials;

4 Learners should discuss learning methods, exchange learning experiences, exchange learning materials with teachers or other learners, and help each other if necessary;

5. Learners are good at communicating emotions, preferences, and seeking appropriate help if necessary.

Research on Cultivating College Students' Autonomous Learning Ability

Cultivating college students' autonomous learning ability and studying the education model suitable for the development of science and engineering students will not only play a very important role in the overall development of students, but also a booster for the overall development of education. [3] According to several aspects of the questionnaire, the basic statistical analysis of the statistical data of the questionnaire is conducted to grasp the status of autonomous learning of college students, and to conduct a comprehensive and objective analysis of the problems found. Guided by class construction, starting from the three aspects of students, counselors and professional class teachers, they propose strategies and methods to solve problems, thereby establishing a comprehensive education system.

In the process of researching and fostering the autonomous learning ability of universities, we firmly take students as the center and teachers as assistants to analyze and study the cultivation methods and methods of college students' autonomous learning ability from different levels:

Establish a scientific concept of development, create a campus culture of student subjects, and cultivate a sense of autonomous learning. To achieve educational goals and effects outside the classroom by creating a special cultural environment;

Create a good environment for independent learning and carry out cooperative learning. Actively constructing a harmonious classroom learning atmosphere will greatly benefit the development of students, give full play to the characteristics of each person, and improve their teamwork spirit. Cooperative learning is also a collective autonomous learning;

(3) Establish a positive teacher-student relationship and rebuild the role of teacher. Get rid of the traditional guidance and guidance relationship between teachers and students, establish a good friendship and eliminate students' over-reliance on teachers;

Further expand the free time of students and provide more autonomous time and space;

Promote self-assessment and supervision of college students, and improve self-regulation ability;

Teach students according to their aptitude, and strengthen the guidance of independent learning according to different student situations. Teachers should use a series of methods to understand the actual situation of students, help students position correctly, and teach as much as possible in their own teaching process to help students learn to self-adjust and self-evaluate.

Cultivating college students' autonomous learning ability does not happen overnight, but is a process that accumulates over time. In exploring how to cultivate the active learning of college students, we need to study the relationship between autonomous learning and education models from multiple perspectives and in-depth levels, so as to create a good learning atmosphere for college students. Under the current "student-oriented" social situation, implement and implement an educational training model with "learning," "learning," and "learning" as the guiding guidance for autonomous learning.

What Are the Different Types of Active Learning Techniques?

Self-learning

(Modern learning method)

IN OTHER LANGUAGES

RELATED ARTICLES

How can we help?