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加拿大教育学论文-Teaching Adults

论文作者:英语论文论文属性:学术文章 Scholarship Essay登出时间:2015-05-11编辑:g790726705点击率:6880

论文字数:1805论文编号:org201505082134138051语种:英语 English地区:加拿大价格:免费论文

关键词:

摘要:关于成人教学是否应该与普通教育不一致的争论

成人教学:有何不同?


成人教育作品通常都支持这样的观点:成人教学应该和青少年儿童的教学有所不同。成人的老师应该使用不一样的教学风格,这一猜想是基于被广泛认同的成人教育理论。这一理论表明,成年人认为以学习者为中心的设置使得他们可以围绕自己的生活设定自己的学习目标开展自己的学习(唐纳德,弗兰纳里,罗斯戈登1993)。然而,在成年人教育这一领域,关于成年人使用不同的教育方法效能的争论不断。一些人认为成年人教育本质上和普通的教育是一样的(加里森),因此,成年人不需要不同于普通的教育方法:无论对孩子还是对成人,好的教学方法,在本质上都是一致的。


成年人教育是否应该不同这一问题仍然不够明朗。例如,艾力克文摘(艾美尔1989)上的一项研究表明,那些信奉成人教育理论的教育工作者都不见得在成人教育工作中更换了教育风格。本文将会探寻成人教学更多的争论和现状。两个领域将被探寻:成人教学的类型和学习者想从老师那里获得什么。


Teaching Adults: Is it different? 1805


The adult Education literature generally supports the idea that teaching adults should be approached in a different way than teaching children and adolescents. The assumption that teachers of adults should use a different style of teaching is based on the widely espoused theory of andragogy, which suggests that 'adults expect learner-centered settings where they can set their own goals and organize their own learning around their present life needs' (Donaldson, Flannery, and Ross-Gordon 1993, p. 148). However, even in the field of adult education, debate occurs about the efficacy of a separate approach for teaching adults. Some believe that adult education is essentially the same process as education generally (Garrison 1994) and therefore does not require a separate teaching approach: that is, all good teaching, whether for adults or children, should be responsive in nature. 

The question of whether teaching adults is different remains ambiguous. For example, research summarized in an ERIC Digest(Imel 1989) has shown that even those educators who say they believe in using an andragogical approach do not necessarily use a different style when teaching adults. Additional myths and realities related to teaching adults are explored in this publication. Two areas are examined: types of adult learning and what learners themselves want from teachers. 


Different Types of Adult Learning 


One way to approach the question of whether teaching adults is different is by examining the types of learning in which adults engage. Drawing upon the work of Habermas and Mezirow, Cranton (1994) classified adult learning into three categories: 

Subject-oriented adult learning-In adult learning contexts that are subject oriented, the primary goal is to acquire content. The educator 'speaks of covering the material, and the learners see themselves as gaining knowledge or skills' (ibid., p. 10). 

Consumer-oriented adult learning-The goal of consumer-oriented learning is to fulfill the expressed needs of learners. Learners set their learning goals, identify objectives, select relevant resources, and so forth. The educator acts as a facilitator or resource person, 'and does not engage in challenging or questioning what learners say about their needs' (ibid., p. 12). 

Emancipatory adult learning-The goal of emancipatory learning is to free learners from the forces that limit their options and control over their lives, forces that they have taken for granted or seen as beyond their control. Emancipatory learning results in transformations of learner perspectives through critical reflection (Mezirow 1991). The educator plays an active role in fostering critical reflection by challenging learners to consider why they hold certain assumptions, values, and beliefs (Cranton 19论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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