弗兰德斯分析方法 英文原版 A Preparation for Teaching.pdf

Intent, Action and Feedback: A Preparation for Teaching The Problem The point is that much of what is learned in education courses is neither conceptualized, Dr. Flanders is professor ofeducation at quantified, nor taught in a fashion that builds the University ofMichigan, Ann Arbor. a bridge between theory and practice. Edu- cation students are only occasionally part of an exciting, systematic, exploration of the teaching process, most infrequently by the in- hurts is the obvious hypocrisy of making this structor’s example. How can we create, in statement and then giving a lecture on the education courses, an active, problem-solving importance of presenting material in such a process, a true sense of inquiry, and a sys- way that the immediate needs and interests tematic search for principles through experi- of the pupils are taken into consideration. mentation ? At least one factor favors change Such instances reveal a misunderstanding of and that is the lack of solid evidence that any- theory and practice. To be understood, con- thing we are now teaching is clearly asso- cepts in education must be verified by per- ciated with any index of effective teaching, sonal field experiences; in turn, field experi- with the possible exception of practice teach- ences must be efficiently conceptualized to ing. gain insight. With most present practices, the between and A great many factors resist curriculum gorge theory practice grows change in teacher education. Perhaps the most deeper and wider, excavated by the very indi- important is that genuine curriculum inno- viduals who are pledged to fill it. vation, to be distinguished from tinkering One stumbling bloc