课程设计.ppt
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1、,Programme Design 课程设计,Identify needs 确认需求,Design the programme 设计课程,Set objectives 设立目标,Select methods of measurement 选定评估方法,Measure the change in performance 评估行为 / 表现上的改变,Run the programme 执行课程,The Training Cycle 训练循环图,Design Components 设计原素,What we have for them to learn 我们有什麽 要给他们学的?,Who they a
2、re and what they know now 他们是谁? 他们已经知道了什麽?,How they learn 他们如何 学习,Adult Learning 成人学习,How Do You Stop Yourself From Learning? 你如何让你自己停止学习,In order to help other people learn and change, you need to discover how you learn & change and understand the ways in which you stop yourself from learning. 为了要帮
3、助他人学习及改变, 你必需去了解你自己是如何学习, 如何改变,和到底是什麽东西使你自己停止学习的. Reflect on a recent formal learning activity (training, programme, lecture, book etc.) that you experienced that was a failure for you. At the time what comments did you make to yourself 把它反映在最近一次较正式而你觉得是失败的学习活动中(例如 训练,节目,课程,图书.等) 当时你为自己作了什麽解释?,How D
4、o You Stop Yourself From Learning? 你如何让你自己停止学习 (续),* About the presenter 是关於上课的那个人? ? About the material (Content) 是关於教材 (内容) * About structure & presentation? (Process) 是关於上课的架构或方式? (过程) * Other factors - timing 时间 其他要素 - environmental 环境上的 - relevance to work 跟工作的关连度 Notes 注解 Think about this, you
5、 might become aware of a particular pattern in how you stop yourself learning. 想想看, 你或许可以发现某种模式是妨碍你自我学习的.,Identify the need 确定需求,Provide an appropriate learning experience 提供适合的 学习经验,Apply learning to work situation 将学习运用在 工作环境上,+,+,Efficient training 有效率的训练,Participants who are willing & able to le
6、arn & change 参与者愿意及 可以去学习 和改变,+,+,+,Identify the need the need 确定需求,Provide an appropriate learning experience 提供适合的 学习经验,Apply learning to work situation 将学习运用在 工作环境上,+,+,Efficient training 有效率的训练,Effective learning & development 有效率的学习及成长,Identify the need 确定需求,Provide an appropriate learning expe
7、rience 提供适合的 学习经验,Apply learning to work situation 将学习运用在 工作环境上,Every Single Person In The Room Is Going To Be Tuned Into Radio Station 每个在这个房间的人都即将要 被电台调整好频率,WII-FM,Whats In It For Me? 里面有什麽是给我的?,Approach To Adult Learning 成人学习的方法,Start with needs 从需求开始 Make it real 使其真实 Base it on experience 拿经验作基
8、本 Make it as self-directing as you can 尽可能使其“自我导向“的 Malcolm Knowles,Start With Their Needs 从他们的需求开始,Adults are motivated to learn as they develop needs and interests that learning will satisfy 如果藉由学习可以满足成人们所发展出来的需求和兴趣, 他们便会有动机. Adults needs and interests are the appropriate starting point 成人的需求及兴趣是适
9、合的始点.,Make It Real 使其真实,Adult orientation to learning is work or life centered 成人对学习的原点是以工作或生活为主. The appropriate frameworks for organising training are life and/or work related situations not academic or related subjects 训练适合的架构是建筑在跟生活或工相关的情境上, 而非一些纯学术性或其他相关的东西.,Base On Experience 经验为本,Experience i
10、s the richest source for adult learning. 经验是成人学习中最富足的一个来源. Therefore, the approach to training involves participation in a planned series of experiences, the analysis of those experiences and their application to work and life situations 因此,训练的方向应该要包含参与一连串有计划性的 经验,解晰这些经验,及他们如何可以被运用在工作及生活的情境上.,Make i
11、t Self Directed 使其自我导向,Adults have a deep need to be self directing. 成人对自我导向有很深的需求 Therefore the role of the trainer is to engage as much as possible in a process of enquiry with the participants, rather than just to transmit knowledge 因此,训练的角色是如何在寻求新知的过程上与参与者作最大的结合,而非一味地传输知识,Adults Dont Want Or Nee
12、d 成人不想要或不需要的,Sitting & listening (one way communication) 坐著、听(单向沟通) Note taking, homework and a lot of reading 记笔记,家庭作业和一大堆该读的资料 High formality or being talked down to 高制度化,或是上对下的方式 Isolation from peers (they want interaction) 跟同侪分离(他们想要有互动),Adults Dont Want Or Need(Contd) 成人不想要或不需要的(续),Test, grades
13、 考试,成绩 Overload of theory 过多的理论 A classroom experience (they want a learning experience) 教室的经验 (他们要学习经验) Evening sessions (unless there is a trade off for recreation time in afternoon) 夜晚上课 (除非他们下午可以有些休闲活动),B Briefing (简介) R Resources (资源) I Instructions (指引) A Application (运用) N Notes (作笔记),A Activ
14、ity (活动) L Learning (学习) I Involvement (参与) C Consultation (谘询) E Evaluation (评估),Learning To Learn 学习上的学习,Knowing the stages of the learning process and the blockages to learning 了解学习过程中的不同阶段 和阻碍学习的障碍,Making best use of existing learning preferences 将目前喜欢的学习方法 运用的极致,Understand your own preferred ap
15、proach to learning 了解你自己喜欢的学习方法,Carry your understanding of learning from off-the-job to on-the-job opportunities 将你对学习的了解运用在 从非工作到工作上的机会,Crucial Learning Skills 重要学习的技巧,Listening 听 Taking risks 冒风险 Sharing 分享 Accepting help 接受帮忙 Asking questions 发问问题 Monitoring achievement 观察成果 And our job is to pr
16、ovide the environment where these can happen safely 而我们的工作就是去提供一个可以让这些安全发生的环境。,Traditional Versus Experiential Learning 传统v.s.经验上的学习,Focus 焦点 Emphasis 强调 Nature of learner involvement 参与学习者的天性 Role of participant 参与者的角色,The individual 个人 Content 内容 Intellectual 聪明的 Listening, memorizing, passive 听、记
17、、消极的,The group and the individual 团体及个人 Content & process 内容及过程 Intellectual & self-knowledge 聪明的/自我知识的 Involvement, participation, interaction 涉入、参与、互动,Element 元素,Traditional 传统,Experiential 经验型,Traditional Versus Experiential Learning 传统v.s.经验上的学习,Relationships 关系 Responsibility of faculty 部门的责任 C
18、limate for learning 学习的气氛,Adult to Child 成人对小孩 Provide one-way communication devices (lectures etc.) 提供单向沟通的方式 (如上课) Formal, inhibiting, status-emphasizing 正式、阶级的强调,Adult to Adult 成人对成人 Create conditions for experiences from which learning will result 创造可以从学习上获得经验的条件 Relaxed, encouraging, status-red
19、ucing 轻松具鼓励性无阶级上的强调,Element 元素,Traditional 传统,Experiential 经验型,Traditional Versus Experiential Learning 传统v.s.经验上的学习,Responsibility for learning outcome 对学习成果的责任 Whose needs are satisfied most 谁的需求最被满足到? Possibility of transfer of learning to job 将学习运用在工作上的可能性,Instructor / presenter 教授/主讲人 Presenter
20、 主讲人 Typically low or uncertain 通常是很低或是不确定,Participants are responsible for their own learning and behaviour 参与者对其自身的学习和行为要负责 Participant 参与者 Moderate to high degree for most participants 中度到高度,对多数参与人而言,Element 元素,Traditional 传统,Experiential 经验型,Putting Participation Into Your Training 将参与放入你的训练中,Le
21、cture 上课 Lecture / Discussion 上课/讨论 Modified Lecture 修改上课 Forum 会议 Debate 辩论 Group Discussion 小组讨论 Buzz Groups 噪音的小组 Brain Storming 动脑 Case Study 个案学习 Role Play 角色扮演,Demonstration 示范 Demonstration with Practice 示范加练习 Independent Study 独立学习 Films / Tape / Videos 影片/带子/录影带 Tutorials 辅导 Self Discovery
22、自我发现 Exhibit 展览 Field Trip 户外郊游 Simulation / Games 模拟/游戏,Existing competence level 既有的能力程度,Adult Learning: The Lightning Bolt 成人学习 发亮的灯泡,Informal & personal atmosphere 非正式及个人的气氛,Learn new KSA 学新的KSA,Overcome my blocks to learning 克服我对学习的障碍,Higher competence level 更高层次的能力,Corporate vision 企业远景,Self d
23、irected evaluation 自我导向型的评估,Relevance to my work & needs 跟我工作及 需求相关,Interactive process 互动的过程,Support & respect 支持与尊重,Influence & involvement in design 影响及涉及设计,Take responsibility for own learning 对自我学习负责,Higher competence level 更高层次的能力,Adult Learning成人学习: The Square发亮的灯泡,Learn new KSAs 学新的KSA,Infor
24、mal & personal atmosphere 非正式及个人的气氛,Overcome my blocks to learning 克服我对学习的障碍,Adult Learning 成人学习,Existing competence level 既有的能力程度,Interactive process 互动的过程,Influence & involvement in design 影响及涉及设计,Take responsibility for own learning 对自我学习负责,Support & respect 支持与尊重,Relevance to my work & needs 跟我工
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