主动学习可以通过将学生活动引入到传统的课堂会话。[2],强调了使用这样一种方法称为概念测试(或“概念测试”)方法的统一的工程类。在这个方法讲座被短暂,概念性问题多项选择题测试学生对材料的理解。当大多数学生做好问题,讲座新材料。然而,当这个概念测试显示,学生有概念上的问题或误解,鼓励学生在小组工作这个问题的答案。当学生被要求比较传统的主动学习技术讲座形式,他们的反应反映了总体积极的态度主动学习技术。具体地说,一些学生评论的影响主动学习技术在改善他们的学习和理解的内容,刺激他们的想法和课堂参与。主动学习的另一个重要的组成部分突出了[4]是类型的活动,影响课堂材料保留了多少。至关重要的是,活动促进周到的接触周围的学生和设计重要的学习成果。学生参与的重要性被广泛接受并有相当多的证据支持的有效性学生参与广泛的学习结果。[6]报道,最重要的一个成功的预测在大学是学生的参与。他检查了超过90的性能五化学工程课程的学生,发现学生类显著提高性能与积极和合作学习技术的广泛使用而不是学生在传统教学小组。实验组比对照组的措施,包括保留在化学工程和毕业,和许多更多的毕业生在这组选择追求先进的研究领域。
英国邓迪大学论文代写:课堂会话
Active learning can be achieved by introducing students' activity into the traditional lecture sessions. [2], highlighted the use of one such approach called the concept tests (or "Concepts Tests") method in their Unified Engineering class. In this method lectures are punctuated by brief, multiple-choice conceptual questions to test students' understanding of the material. When most students do well on a question, the lecture proceeds to new material. However, when the concept test reveals that students have conceptual problems or misunderstandings, students are encouraged to work in small groups to work out the answer to the question. When students were asked to compare the active learning techniques to the traditional lecture format, their responses reflected an overall positive attitude towards the active learning techniques. Specifically, some students commented on the effect of the active learning techniques on improving their learning and understanding of the content, and in stimulating their thinking and classroom participation. Another important component of active learning highlighted by [4] is the type of activity, which influences how much classroom material is retained. It is essential that activities promote thoughtful engagement on the part of the students and are designed around important learning outcomes. The importance of students' engagement is widely accepted and there is considerable evidence to support the effectiveness of students' engagement on a broad range of learning outcomes. [6] reports that one of the most important predictors of success in college is students' involvement. He examined the performance of over 90 students in five chemical engineering courses and found significantly improved performance for students in classes with extensive use of active and cooperative learning techniques as opposed to students in a traditionally taught group. The experimental group outperformed the comparison group on a number of measures, including retention and graduation in chemical engineering, and many more of the graduates in this group chose to pursue advanced study in the field.
