标签： 新锦江娱乐官网客服-18469880291

Learning how to learn and think: Ideas and skills of meaningful learning
学会学习和思考课程理念和技能训练模块

Objectives
1. Understand what is meaningful learning and be able to apply it at least when reminded
2. Be able to use concept maps to organize ideas and thoughts to help think better (deeper, right on the key spot, more creative)
3. A good understanding of the ways of thinking behind concept mapping: relational thinking and critical thinking
4. (Together with the subject module) Learning by doing (thus lots of homeworks, discussions, critical feedback)
5. (Together with the subject module) Learning for the big picture of the discipline, which includes typical ways of thinking, typical subjects of studies, typical methods of analysis, it connections to the real world.
6. Some techniques for a better learner, such as asking the WHWM questions (What, How, Why and Meaningful), learning from teaching your peers, using concept maps for books reading etc.

课程目标
1. 明白什么是理解型学习，并且能够在被提醒做理解型学习的时候运用它
2. 能够使用概念地图来组织思考和思想来做到更深入、到位和更具有创造性的思考
3. 对于概念地图背后的思考方式：系联性思考和批判性思维，具有一定的理解
4. （和具体学科模块一起）学会做中学（通过大量的作业、讨论、批判）
5. （和具体学科模块一起）学会提炼学科大图景以及用它来帮助学习（典型问题、对象、思维方式、分析方法、和世界以及其他学科的关系）
6. 其他的一些学习技巧，例如WHWM分析阅读和写作、同伴教学、概念地图整理文献等

Reading materials（学习材料）：
1. 吴金闪《概念地图教学和学习方法》
2. 参考书：Whitehead Aims of Education (《教育的目的》)、Novak Learning, creating and using knowledge (《学习、创造与使用知识——概念图促进企业和学校的学习变革》)
3. Ted Talks视频：
Ken Robinson: Changing education paradigms，Ken Robinson教育的问题和出路四重奏，创造性和现代教育的目的
Ken Robinson: How to escape education’s death valley
Ken Robinson: Bring on the learning revolution!
Ken Robinson: Do schools kill creativity?
Chris Anderson: Questions no one knows the answers to，好奇心、科学和教育
Christopher Emdin: Teach teachers how to create magic，教学本身需要创造性
Clint Smith: The danger of silence，让每个人都问你所想问，说你所想说
Liz Coleman: A call to reinvent liberal arts education，什么是真正的通识教育
Patrick Awuah: How to educate leaders? Liberal arts，通识教育和社会
Roger Antonsen: Math is the hidden secret to understanding the world，关于“理解”和数学，以及数学作为现实的表示
Hans Rosling: Let my dataset change your mindset，数学可以很有趣并且改变你的思想
Conrad Wolfram: Teaching kids real math with computers，数学的四个阶段（提出问题、抽象化、计算求解、验证和提高）和当前数学教育以及可能的解决方案
Dan Meyer: Math class needs a makeover，数学教育和粗糙问题的关系
4. Joseph Novak: Life experience and meaningful learning，通过Novak自己的生活经验来更好地理解概念地图、理解型学习

Prerequisite（先修课以及对学生的要求）
None, except being a deeper thinking or be willing/eager to be a deep thinker, to go beyond rote learning, beyond being a machine that memorizes and recalls factual knowledge. Good communication skills in English (this course will be offered in English).

无，除了要求是一个深入的思考者，或者具有成为一个深入的思考者的意愿和渴望。对基于记忆和事实性知识的学习的不满，强烈的超越它的愿望。熟练的英语听说（课程为全英文授课）。

Course format and schedule（课程形式和时间安排）
Every night of the two weeks, 3 hours per night. Monday, Wednesday and Friday are for formal class while Tuesday and Thursday are for tutorial class. Teachers and TAs are mainly there to help each student learn things that each student likes to learn with meaningful learning. Only the first day, there will be lectures. The rest of the days will be more like workshops or tutorial sessions, where students will the main players while Teachers and TAs will simply be organizers and helpers. During the last few sessions, students will present what they have learned during these days and get feedback from the whole class.
两周的时间，每周的每个晚上，三个小时。周一三五是正课，周二四是习题课。只有在第一天的课堂上，会有传统的讲授课堂。其他时间，老师和助教的责任是帮助你学习任何你挑选的希望学习的材料。在最后两次课，学生们会做学习报告并得到课堂反馈。

Day one（第一次课）
Lectures from the instructor(s), questions and discussions are encouraged: Course information including goals, format, and expectation from students; Using examples to illustrate the key ideas of meaningful learning, including relational thinking and critical thinking, goals of learning, goals of teaching, the WHWM questions and concept mapping; Using examples to illustrate what is concept map and how to construct a concept map, including key ideas like focus question, key message, key concepts and connections among them with explicit linking phrase, overall organization of concept maps.

Students are expected to decide topics of their studies and form groups.

教师传达课程理念、课程信息、学习目标；用例子来体现理解型学习，尤其是系联性思考和批判性思维，以及WHWM分析阅读和写作方法，概念地图制作的技术等和理解型学习的关系；用例子来展示概念地图和概念地图制作的技术，尤其是焦点问题、主要信息、主要概念、概念关系和联系、概念的组织形式。

学生们应该在这次课程结束以后找到自己想学习的主题和问题，并形成学习小组（2-3人）。

Day two（第二次课）
Help students learn the topics of their own choices, which should run by instructors and Tas, with meaningful learning, which again refers to identify the key questions and to learn and apply the typical ways of thinking of that discipline and also relational and critical thinking, and with explicit use of concept maps.

老师和助教以及学生们共同帮助学生们采用理解型学习的方式学习学生们选择的主题和问题。这些主题和问题要想助教和老师报备。学习问题最好能够反应这个学科的大图景（典型对象、问题、思维方式、分析方法、和世界的关系）。学习过程中用好概念地图来组织概念，注意系联性思考和批判性思维。

Day three-four（第三、四次课）
Trial presentations from students and critical comments, continue helping students’ learning on their own. After this trial presentation, students are expected to further improve their learning skills and their understanding/answers of the topics that those choose to study in their own time and during the tutorial classes.

学生们对学习结果做初步报告：经过上面的理解型学习，所关注问题是不是能够回答了，这个回答是不是能够和学科大图景联系起来，并且比较深入。注意，这一轮初步报告完成之后，是学生提升学习能力和对问题的理解的最关键的时期，用好这段期间的学生自己的时间以及习题课的时间。

Day five-six（第五、六次课）
Students presentations, discussions, using the WHWM questions (What I want to express, how to express, why this and why in this way, meaningful to audience).

学生正式报告学习结果和讨论、反馈。主讲人要回答好WHWM问题——我最告诉我的同学们什么、我想怎么说、为什么我要说这个为什么我要这样说、为什么我认为这值得我的同学们来知道和理解。

Course project （课程项目）

First, the above oral presentation on topics/questions that chosen by students, and with the concept maps related to this presentation.

Second, a summary, in forms of concept maps and also with sufficient amount of words to explain the concept maps, of what you have learned from this module, hand in together after you finish the whole course. It is strongly suggested that you do such a summary right after this module and revise it later.

Third, feedbacks, besides summarizing things that you have learned, you may also provide feedbacks to the course, the instructors and the TAs. If you prefer, you may combine the second and the third together in the same document.

1、上面完成的自选主题和问题的口头报告以及相应的概念地图。
2、一份课程学习报告，用概念地图和文字的形式，来总结你从本课程学到了什么。这个文档整个课程完成之后提交。但是，建议你在第一部分完成之后就总结这个模块，将来再更新，以防遗忘。
3、一份对课程、主讲人、助教的反馈。如果你愿意，你也可以把课程学习报告和反馈结合在同一个文档里面。

Grades of this module (50% of the course) will be based on both this summary and feedback (25%) and your final presentation (25%).
本课程的50%的分数来自于这个模块。本模块的分数的一半来自于这个总结和反馈，另一半来自于你的口头报告。

Course workload（课程工作量）
Formal classes 3*6=18 hours,　tutorial class 4*3=12 hours, study course materials (vidoes and books) about 30 hours, prepare for the presentation after classes no less than 10 hours. Course project: 10 hours and more.

Participating tutorial classes and talking to your TA and instructors might save you quite a lot of time. Make good use of them.

Warning: If you are not seriously interested in meaningful learning, learning things like an expert but not like dictionaries, and willing to spend the time and effort, Please DO NOT choose this course. It will not be easy, although it should be rewarding and meaningful.

正课时间每天3小时（3*6=18小时），习题课时间每天3小时（4*3=12小时），课后看所有的视频（约20小时）和书（约10小时），为口头报告做准备（基本在习题课时间完成），完成课程设计作业（约10小时），完成课程学习报告（约10小时）。课后思考，相信我肯定会有很多，时间不可计。

注意：课程配有助教，习题课不强制要求参加但是会大大缩短你准备的时间和提高你学习的效果。

警告：本课程需要你大量的时间和精力的投入，做主动学习，而不是听听课而已。如果你做不到，或者你对记忆型学习非常满意，请不要来选择这门课程。

Central tasks and rationales（核心教学内容和理据性）

We have choose to teach a few key ideas and a few key techniques to help students’ meaningful learning. In this section, we would like to explain the rationales for all those things that we decide to teach.

下面是对教学内容的分解以及为什么要叫这个学这个的回答。每一项的概念地图稍后再更新。

1. Why meaningful learning?（to be continued）
1、为什么要教和学理解型学习?（稍后更新）
2. Why relational thinking and critical thinking?（to be continued）
2、为什么需要系联性思考和批判性思维?（稍后更新）
3. Why concept mapping? （to be continued）
3、为什么需要概念地图?（稍后更新）
4. Why we suggest to watch Ken Robinson Ted talks? （to be continued）
4、为什么建议学习Ken Robison的Ted Talks?（稍后更新）

按照Teach Less, Learn More课程体系的一般设计要求和《学会学习和思考》的设计原则，我们做了《学会学习和思考科学和科学教育模块》的设计。

Meaningful Learning in a Systems Approach to Environmental Science: An Illustration of Learning How to Learn the Tools of Thinking

Concept Mapping and Vee Diagrams
 
Beijing Normal University, Oct. 10 – Oct. 21, 2016

Michael Brody PhD
Montana State University, College of Education, Health and Human Development
Bozeman, Montana USA

In this course students will use two meaningful teaching and learning techniques, concept mapping and Vee diagrams, to better understand a systems science approach in environmental science. Concept maps and Vee diagrams are explained in the book Learning How to Learn by Joseph Novak and D. Bob Gowin. (1984) We will use a website called the Habitable Planet: A Systems Approach to Environmental Science as the science content. This website was awarded the Science Prize for Online Science Resource in Education (SPORE) by the American Association for the Advancement of Science (AAAS). Each day the class will take a single chapter of the Habitable Planet and use concept mapping and Vee diagrams to analyze the content from a systems science approach. We will use Cmap software to build concept maps.

Meaningful Learning and Learning How to Learn: Concept Mapping and Vee Diagrams

Meaningful learning requires making connections among concepts and from concepts to experiences. When structured around core concepts, these connections lead to disciplinary expertise and insight.

Habits of mind characteristic of different disciplines develop in response to distinct challenges. As a result the structures of knowledge differ from one field to another. Concept mapping and Vee diagramming promise to bring such structures into focus, making learning efficient. (Concept maps are drawings that depict networks of relationships and hierarchy among concepts. Vee diagrams help the learner to represent the structure of knowledge in the context of a scientific inquiry.)

Habitable Planet: A Systems Approach to Environmental Science

https://www.learner.org/courses/envsci/

Earth is probably unique in the solar system, if not in the universe, because it is a platform that can support complex life forms. Conditions on Earth (temperatures, atmosphere, availability of minerals essential to life) are all maintained by a series of global cycles that link geological systems (plate tectonics, weathering, ocean, and atmospheric transport) with the diverse forms of life (particularly bacteria) that are present in almost every available niche.

The course begins by asking “What makes Earth unique among planets?” We will then go on to answer that question through the first four units, which provide a background for understanding and discussing the natural functioning of the different Earth systems: geophysical systems, the atmosphere, the oceans, and, finally, natural ecosystems. The next two units (“Human Population Dynamics” and “Risk, Exposure, and Health”) introduce humans as part of the overall ecosystem and look at what is needed to sustain human life. These are followed by a series of units that each deal with the effects of human actions on different natural systems: land use, air and water pollution, biodiversity decline, the extraction of resources, and finally, global issues such as climate change. The final unit looks toward the future and discusses in scientific terms what can be predicted, given current trends, as well as what might be expected if humans act in concert to mitigate their impact on the planetary system.

Accompanying each unit are video case studies that describe current, on-going research programs. Together, these case studies represent a fair cross section of the current “state of the art” in environmental science research. Designed to provoke curiosity and give a human face to many of the issues raised in the units, these videos will motivate and stimulate students to explore the themes through further readings and discussion.

Five interactive web simulations also reinforce the concepts we introduce, as well as teach about modeling environmental systems by providing opportunities to manipulate and experiment with natural systems.

Systems Thinking

The list of systems thinking skills is extensive and diverse, but mostly comprises the ability to see circular cause effect relations and the ability to synthesize elements to reveal a system’s structure. Specific systems thinking skills include: the ability to understand how the behavior of a system arises from the interaction of its agents over time (i.e. dynamic complexity); discover and represent feedback processes (both positive and negative) hypothesized to underlie observed patterns of system behavior; identify stock and flow relationships; recognize delays and understand their impact; identify nonlinearities; recognize and challenge the boundaries of mental (and formal) models. A number of evaluative testing studies have attempted to link systems thinking/system dynamics education with important skills such as efficient communication, planning, problem solving, and organizational development skills. (Molina and Medina-Borja 2006)

Expected Course Outcomes

Students will have a better understanding of:

• Concepts
1. Learning how to learn and meaningful learning
2. a systems approach to environmental science content
3. how scientists conduct field and laboratory investigations in environmental science
4. attitudes, values and beliefs related to environmental science content
• Skills
1. how to use concept mapping to organize content and think deeper and clearly about environmental science
2. learning by doing; discussion and critical feedback
3. develop relational and critical thinking skills
4. how to use the Vee diagram to analyze scientific investigations in environmental science
5. how concept maps and Vee diagrams promote meaningful learning
6. teaching concept mapping and Vee diagraming to your students
• Dispositions
1. the value of concept mapping in learning how to learn
2. the value of Vee diagrams in learning how to learn
3. the value of a systems approach to environmental science
4. importance of meaningful learning in environmental science
5. value of higher order learning (application, analysis, synthesis, evaluation) in learning environmental science systems approach
6. value of concept mapping and Vee diagrams in teaching for meaningful learning

Course Structure

1. Students are expected to decide environmental science topics of their own choice and work in small groups
2. Each class will focus on a section of the Habitable Planet; concept mapping the text and Vee diagraming the Scientific Investigations of each video
3. There will be some small leactures but most of the class time will be about doing concept mapping of the environmental science content and Vee diagraming the research associated with each topic.
4. Students in this class will prepare a concept map of a selected environmental science topic and present the map to the class
5. Students will construct a Vee diagram of a unique research project related to the environmental science topic in their concept map
6. The grade for the course is based on module reflections including both modules (50%), the final concept map of your unique environmental science topic (25%) and unique Vee diagram (25%)