渴望一个强大的教学实践?
渴望一个强大的教学实践?

大脑喜欢创建模式. Schemas are mental structure to help us understand how things work. 它们与皇冠官网网站如何组织知识有关. As we take in new information, we connect it to other things we know, believe or have experienced. Those connections form a sort of structure in the brain, 就像装满图像的文件柜, 单词, 感觉和声音. Schemas helps us learn new material because we can connect new knowledge with familiar concepts that are already stored in our filing cabinets. Providing examples along with an explanation of concepts helps strengthen learning by identifying the key attributes associated with the concept. This also helps with connecting new learning with background knowledge that students may already have. 非例子是例子的反义词. Whereas examples provide an instance of similarity, nonexamples provide contrast. A nonexample may be similar to the concept but contain one or more attributes and provide concept boundaries. Students figure out what attributes are relevant to the newly learned concept and which are 不 (Valdés, n.d.). 

 

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当使用例子和非例子教学时, it is important to clearly identify which is the example and which is the nonexample, especially if you are teaching an unfamiliar or difficult concept. Depending on the teaching method, there are many practical ways to use examples and nonexamples. If explicit instruction is used, it would be the teacher who provides the examples and nonexamples. If indirect instruction is employed, the students create the examples and nonexamples. 例如, for cooperative or inquiry learning, small groups develop examples and nonexamples.  

Strategies for teaching using examples and nonexamples: 

  • 从提供具体的例子开始, then move to more abstract examples of the concepts you are trying to teach. 换句话说, provide simple examples that most students would likely understand or be able to connect with previous knowledge. As you build the foundation, then provide more complex, elaborate examples.  
  • 使用属性差异很大的例子. 例如, 在关于性骚扰的课上, if your examples demonstrate only a person harassing someone of the opposite sex, a student might incorrectly generalize that sexual harassment can不 occur between people of the same gender. 当然，这不是真的. 
  • Expose learners to a wide range of examples and nonexamples and allow them to discover the concept. 
  • Prompt students to elaborate about the connections and differences among the examples and nonexamples. 
  • Provide opportunities for learners to generate their own examples and nonexamples of a concept. 
  • Invite students to distinguish between examples and nonexamples, reflecting on and articulating how they recognize examples of the content they are learning and how the nonexamples do 不 illustrate the concept.  

Suggestions for teaching using examples/nonexamples: 

  • 在教授如何完成一个项目时, show students ideal examples of the completed projects, explicitly identifying attributes of what makes them great. Show a variety of projects covering different topics. 相反, 当您演示非示例时, 向学生展示不太令人满意的项目, highlighting why these projects do 不 meet expectations. Or better yet, ask students to explain to you why those projects do 不 meet expectations. 
  • When teaching how to solve a mathematical/scientific problem, show examples and nonexamples of the process of problem-solving. 对于nonexamples, highlight issues and/or patterns you often see students struggle with when completing assignments. 换句话说，教学生什么 不 当试图解决复杂的问题.  
  • 作为课堂讨论的一部分, provide examples and nonexamples of a particular concept you are teaching. Break students into groups and have them identify what attributes define a good example and what attributes define a nonexample and provide a rationale.  
  • Our brains automatically seek patterns — similar files that go into the same filing cabinet. 以身作则和不以身作则 can be an effective way to learn and discover concepts. However, this strategy needs to be done with caution. Students who are neurodivergent or English-language learners or who may have limited background knowledge of the concept(s) may have more difficulty finding patterns independently. Using this teaching method might 不 be as effective as explicitly teaching a concept. This is a不her reason to identify examples and nonexamples clearly when first using this strategy, 所以学生们不会把这两者搞混. Once the concept has been explicitly taught and the students have a strong foundation, then encouraging them to discover examples and nonexamples of concepts can help solidify learning.