注册 登录  
 加关注
   显示下一条  |  关闭
温馨提示!由于新浪微博认证机制调整,您的新浪微博帐号绑定已过期,请重新绑定!立即重新绑定新浪微博》  |  关闭

追梦人的博客

师生共同发展,张扬生命个性,打造激情校园

 
 
 

日志

 
 

看看 Graham Glew对教育的诠释  

2012-03-09 17:44:15|  分类: 默认分类 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

     Graham  Glew先生来我校任教已经一年时间了,学校组织了庆祝他执教我校一周年座谈会,Graham  Glew先生在座谈时发言,给了我们很多启发。下面把他的发言稿提供广大博友阅读。这可是纯正的英语,捎带翻译。

      Ladies and Gentlemen, it is my honour to be invited to speak with you today.

There is always great concern in the world about education, and there are many models presented to teachers as guide to improve their abilities.  I do not discount any research in the educational field, and feel that it is advantageous to read as much of the material as is available.  However, I do not feel that there is enough research into the socio-economics of student’s backgrounds, and their achievements in study.  There has to be a question asked as why overall students from a low socio-economic environment usually perform at a lower level than their counterparts in middle to high socio-economic environment.  This problem is apparent in almost all countries in the world.  Obviously, there are exceptions, but generally, this is the case.

     Should we then consider that the environment students are born into could affect the outcome of their academic abilities?  If this is the case, maybe we need to look into the differences between low, medium, and high socio-economic life styles regarding the education of students.  There can be no clear lines, but there must be a common denominator to explain this phenomenon.  Educators accept that all students are individuals, and can achieve good results through different teaching models, and most parents from all walks of life want their children to successful in study.  In an ideal world, everyone should be educated on the same education model.  I believe this can only work with adaptations made for the difference in socio-economic backgrounds.  This not to say the education provided should be in anyway inferior in the overall outcomes, only in the way of delivery.  Therefore, only the teacher of any class can assess and find a delivery method suitable for the needs of those particular students they are teaching at that particular time.  I am not inferring that all students in a particular class will reach an identical level in examinations, but the overall ability should increase.

There is English saying, “You can lead a horse to water but you cannot make it drink” on the other hand a thirsty animal will look for water.  An educator’s skill is to make the student thirsty for knowledge, not just present the knowledge to an unwilling recipient.  I have noticed while teachings at the school, most students respond well to an interactive environment in the classroom, as opposed to a more formal environment.  This is not to say discipline can waiver, as an interactive class can easily become chaotic.  The students also respond well to self-expression, but this needs to be carefully monitored to maintain a progress in learning, and a teacher student relationship.  Learning a second language without a language environment is not an easy task, but if students are encouraged to use the language in a way that is meaningful, it has more relevance.  Making English as a Second Language lessons relevant to the students' everyday life is the most motivating factor for learners.  Students learn more when classes make a connection between life, both inside and outside the classroom.  It is more useful for students to read labels on products they might buy than to learn the national anthem of another country.  They are more comfortable in class when the exercises are in context of their life situations.  I feel that more progress can be made with this teaching method.

I am of the opinion that if teachers having more flexibility with their delivery of lessons the students levels will improve.  I thank you for your time and patience.

译文:    

女士们,先生们,我很荣幸被邀请来参加今天的座谈会。

在这个世界上关于教育总是有着极大的关注,并有许多模式提供给老师作为提高他们能力的指导。我并没有不重视教育领域的这些研究,并认为尽可能多读这些材料是有利的。然而,我觉得对于学生的社会经济背景和他们在学业上所取得的成就的研究不够。有一个我们不得不问的问题,那就是为什么所有来自较低社会经济环境的学生通常比那些来自中高社会经济环境中的学生的表现要差一些。这个问题在几乎世界上所有的国家都是显而易见的。当然,也有例外,但一般来说,情况是这样的。

那么我们是否应该考虑一下学生出生的环境可能影响他们的学习能力?如果是这样的话,也许我们需要调查低,中,高社会经济生活方式在学生的教育方面的差异。虽然没有明确的界线,但必须有一个普遍的水平来解释这一现象。教育工作者同意所有的学生都是不同的个体,通过不同的教学模式能取得良好的成绩,来自各行各业的大多数家长也都希望自己的孩子在学业中能取得成功。在理想的世界里,每个人都应该在同样的教育模式下接受教育。我认为只有对社会经济背景的差异进行调整之后这才能实现。这不是说现在所提供的教育在总体结果上较差,仅仅是指授课的方式。因此,只有授课的老师可以评价并找到适合他们在特定时期所教的特定学生的授课方法。我并不是指在一个特定的班级的所有学生将达到相同的水平,但总体能力应该会增加。

有一个谚语说“牵马到河易,逼马饮水难”,换句话说就是口渴的动物会找水喝。一个教育工作者的技巧就是使学生渴求知识,而不是仅仅把知识摆在不愿意学习的学生面前。我注意到在学校教学的时候,与更正式的环境相比,大部分学生都会在互动式的课堂环境中反应更好。这并不是说可以放弃纪律,因为互动式课堂很容易变得混乱。学生们对自我表述反应也不错,但这需要仔细监督才能获得学习及师生关系上的进步。如果没有语言环境,学习外语不是一件容易的事儿,但如果能够鼓励学生用有意义的方式来使用这种语言,那就有意义得多了。使英语成为与学生的日常生活息息相关的第二语言课堂对学习者而言是最具有激励性的因素。把课堂与学生的生活相联系,学生将学到更多,不管在课内还是课外。教会学生读懂他们可能会买的产品上的标签要好于教会他们另一个国家的国歌。当课堂练习以他们生活中的情景出现时,学生会更舒适。我觉得用这种教学方法会取得更大的进步。

我认为,如果教师在授课方式上更加灵活的话那么学生水平就会提高。我感谢您抽出时间和耐心来请倾听我的讲话。

Graham  Glew对教育的诠释我理解有7大亮点:一是站到教育高度理解教学;二是站到世界角度理解教育;三是从经济背景认识学生行为习惯或表现的差异;四是教育平等源于社会经济发展的平衡;五是反思教育存在问题;六是对教学模式的思考针对性很强;七是倡导英语教学要追求生活化和实用性。Graham  Glew对教育的诠释站位高,视角新,值得我们教育工作者思考和借鉴。

看看 Graham  Glew对教育的诠释 - 追梦人 - 追梦人的博客
  评论这张
 
阅读(91)| 评论(0)
推荐 转载

历史上的今天

在LOFTER的更多文章

评论

<#--最新日志,群博日志--> <#--推荐日志--> <#--引用记录--> <#--博主推荐--> <#--随机阅读--> <#--首页推荐--> <#--历史上的今天--> <#--被推荐日志--> <#--上一篇,下一篇--> <#-- 热度 --> <#-- 网易新闻广告 --> <#--右边模块结构--> <#--评论模块结构--> <#--引用模块结构--> <#--博主发起的投票-->
 
 
 
 
 
 
 
 
 
 
 
 
 
 

页脚

网易公司版权所有 ©1997-2017