《行动导向教学法理论基础》中英文翻译

行动导向教学法理论基础中英文翻译
The theoretical basis for action-oriented teaching
Action-oriented learning theory,which combines the cognitive learning process together with the jobaction,is oriented by action. Action-oriented teaching should be based on a corresponding basis of the theoretical framework.
Basis1:Learning motivation theory of psychology.
Psychological research on learning theory show that a person's learning pathways is including auditory,visual,audiovisual and do-it-yourself,or practices. The tests showed that contribution of different kinds of learning channel to the effect of learning is:20%of hearing,30%of vision,50%of hearing and vision,and90%of their own hands.Thus,through the practice of hand and brain,learning was more effective.The do-it-yourself,or students participating in the process of teaching and learning is an effective way of learning.On the other hand,each individual's learning, classroom interaction and practice of occasions,the motivation of students,all directly and closely related to the following factors,such as the learning environment and creating an atmosphere,the structure of teaching content and nature of its application,the application of knowledge or skills.Learning motivation is the starting point of action,which plays a very important role in learning.Teachers can use task to stimulate students’cognitive motivation and enhance students’confidence to complete tasks.Therefore,as a teacher,if we can properly mobilized these factors that affect student learning,take good use of the relationship between each factor, the learning objection will be achieved,so that each student's learning attitude, interests,motivations and needs will be changed as follow,and thus they will acquire knowledge,master skills,develop their capabilities.Action-oriented teaching psychology is built on the basis of the above,emphasizing the play to students' motivation and teachers the incentive to create a learning environment or a particular learning environment for each student to build a display personality,ability to play the the stage.
Basis2:The concept of competency-based
The core intent of action-oriented teaching theory is to make students’comprehensive ability.Action-oriented teaching foster students’social interaction ability in the group activities,foster their expression ability in demonstrating their technology training,and foster their social skills in the comptehensive practical activities.Students make their own work plans and put forward ideas to solve practical problems and activities,which results in the formation of the working
methods and problem-solving methods.Action-oriented teaching raised students’independence,self-confidence,self-esteem and sense of responsibility for the work.
Basis3:The humanistic point of view
Education is aimed to develop human potential ability,so teachers should establish the concept of individualized education and a student-centered point of view. Every student should be viewed as a human beings with a unique feeling,rather than as objects to give something hard to impart knowledge.Therefore,teachers should make every student feel:"I have the right to choose to be an individual,I am a free individual,I have the right to set up my life goals."Humanist educational thinking emphasizes the cultivation of human creativity is an emphasis on self-centered, emphasizing"self-realization"theory of education.It believes that the ultimate goal of education is not to teach what is already,but to induce people to create power out of life to a sense of esteem and other personal spiritual"wake up"and make education truly has meaning up to the primitive,which is education cational goals Humanists pursue is not to be a knowledgeable person,but an independent judge, who has a unique personality.Thus,the humanistic educational philosophy of education is to learn how to learn.Therefore,the teaching activities must be designed to reflect the respect the students'interests and hobbies,the requirements of students’self-respect,helping them select what to do and how to learn.
Basis4:Cooperative learning theory
Cooperative learning is a kind of group-interaction teaching strategies,in which students learn depend on each other,help each other,also focus on individual performance and the common goal.Cooperative learning is a student-teacher interaction,which explore the atmosphere to make students create positive thinking, so that they can quickly acquire knowledge and skills.In the process of cooperation, students need to master the knowledge and skills to their own system based on their old knowledge,and then discuss with others through purposefully thought,and finally gain the new knowledge and skills.In the group,the different points of view generated by conflict and confrontation can help team members to re-construction of knowledge and skills system.
Basis5:Constructivist learning theory
Constructivist learning theory emphasizes the importance of experience of the learner in knowledge construction.It also emphasizes that learning environment should be similar with the real situation occurs.Constructivist learning,which raised in1990s of United States,has a new interpretation on learning.Constructivism emphasizes that learning process is actively constructing knowledge rather than
passive accepting external stimulation.Students construct new knowledge based on their existing knowledge and experience,at the same time adjust and change old knowledge frame.So the learning process is not new information on the direct absorption and accumulation,but the interaction between old and new knowledge. Constructivist theory of teaching requires teachers change their roles from knowledge transmitters to helpers of knowledge construction,which requires teachers in the teaching process should adopt a new educational philosophy and teaching methods and new teaching design.Constructivist learning theory emphasizes that knowledge is not taught by teachers,learners gain knowledge by the help of necessary learning materials in certain contexts
but learners in certain contexts that social and cultural context,with other people (including teachers and learning partners)to help with the necessary learning materials.Many teaching models have been successful in practice.Action-oriented teaching is to meet the development requirements of the proposed idea of a modern vocational education.It is proposed to develop the theory of teaching to practical teaching from traditional teaching model,also from concept teaching to application teaching.It can be seen as the main process of sustainable development,that is in the process,students can applicate their knowledge and ability into practice
行动导向教学的理论基础
行动导向学习理论将认知学习过程与职业行动结合在一起，行动是行动导向的核心，行动导向的教学应建立在一个相应的理论框架的基础之上。

（1）理论基础之一：心理学关于学习动机的理论。

心理学关于学习理论研究表明，一个人的学习途径包括听觉、视觉、视听和自己动手或实践等。

而学习的效果试验表明，各学习途径对学习效果的贡献大小是：听觉20％、视觉3096、视和听50％、自己动手90％。

由此可见，通过手脑并用的实践，学习才更有效果。

而自己动手或学生参与教与学的过程，就是一种有效的学习途径。

另一方面，每个个体的学习，课堂与实践场合的互相作用，学生的学习动机，都直接与以下因素息息相关，如学习环境和氛围的营造、教学内容的结构和性质及其应用性、将知识或技能迁移到新的情况的运用等。

其中学习的动机是学习行动的出发点。

学习动机在学习中起着十分重要的作用。

学习动机与学习活动可以相互激发，相互加强。

用任务激发学生的认知动机，通过任务的分析增强学生完成任务的信心，完成任务使学生有成就感，教师的鼓励性评价强化学习动机。

因此，作为一名教师，如果能正确调动影响学生学习效果的这些因素，利用每个因素之间的相互关系，对每一个学生的学习产生激励作用，吸引学生自觉参与教学过程，就能达到将学习的行动向积极的目标引导，使每个学生的学习态度、兴趣、动机和需求发生变化，从而掌握知识，掌握技能，发展能力。

行动导向的教学正是建立在以上心理学基础之上，强调发挥学生的学习动机和教师的激励作用，营造某种特定的学习环境或学习情境，为每一个学生搭建一个施展个性、发挥能力的舞台。

（2）理论基础之二：能力本位观念
行动导向的教学论的最核心意图，就是提出学生综合能力的培养。

行动导向教学要求学生在团队活动及社会的交往中培养与人合作的能力，在教学过程中通过展示技术的训练培养表达能力，在综合性的实践活动中培养社会能力。

让学生在自行制定工作计划、提出解决实际问题的思路和在评估工作结果等活动中形成工作方法和解决问题的方法的能力。

行动导向教学让学生在研究型的学习中培养独立性，在教学活动中培养自信心、自尊心和对工作的责任心；在社会活动中使自身的各方面素质都得到全面提高。

（3）理论基础之三：人本主义观点
教育是人的教育，是人的潜能开发，教师在教学中首先要树立教中有人，为人而教，因人施教的理念。

行动导向教学树立以学生为中心的观点，把每一个学生都当作具有他或她自己感情的独特的人看待，而不是作为给予某些东西的物体拼命灌输知识。

所以，教师应该使每一个学生感受到：“我是一个有选择权的个体，我是一个自由的个体，有权设定我的生活目标等。

"人本主义教育思想强调人的创造性的培养，是一种强调以自我为核心，强调人的“自我实现”的教育理论。

它认为，教育
的最终目的不是传授已有的东西，而是要把人的创造力量诱导出来，将生命感、价值感等人格心灵“唤醒”，使教育真正还到本原意义上去，这是教育的核心所在。

人本主义者追求的教育目标，不是知识渊博的人，而是具有独立判断、具有独特个性的人。

因此，人本主义教育思想的教育目的是学习如何学习，即对学习过程的学习。

因此，教学活动的设计必须体现尊重学生的兴趣和爱好，尊重学生自我实现的要求，选择学什么及如何去学，以利于学生创新能力的培养。

（4）理论基础之四：合作学习理论。

合作学习是一种小组互动，彼此依赖，相互帮助，兼顾个人绩效及完成整组共同目标的教学策略。

合作学习是以师生互动、人际的和谐去创造积极思考、探索的氛围，使学生快速获取知识与技能，从而造就具有创新思维的实用型人才。

在合作过程中，学生需以自身掌握的知识技能体系为基础，对新的知识与技能加以解释，透过有目的的思考和与他人讨论，修正观点并获得新知识、新技能。

在小组内，不同观点所产生的冲突与对立可帮助小组成员的知识技能体系重整和建构。

（5）理论基础之五：建构主义学习理论。

建构主义学习理论强调学习者的经验系统在知识建构中的作用，学习应在与现实环境相类似的情境中发生。

20世纪90年代在美国兴起的建构主义学习观对学习做了新的解释。

建构主义强调，学生学习的过程是主动地建构知识的过程，而不是被动接受外界的刺激，学生以自己已有的知识、经验为基础，对新的知识信息进行加工、理解，由此建构起新知识的意义，同时原有的知识经验又因为新知识经验的进入而发生调整和改变。

所以学习过程不是对新信息的直接吸收和积累，而是新旧知识之间的相互作用。

建构主义的教学理论则要求教
师要由知识的传授者、灌输者转变为学生主动建构意义的帮助者、促进者，要求教师应当在教学过程中采用全新的教育思想与教学模式、全新的教学方式和全新的教学设计。

建构主义学习理论认为，知识不是通过教师传授得到，而是学习者在一定的情境即社会文化背景下，借助其他人(包括教师和学习伙伴)的帮助，利用必要的学习资料，通过建构意义的方式而获得。

建立在此学习理论上的许多教学模式在实践中获得了成功。

行动导向教学就是为适应时代发展要求而提出的一种现代职教思想。

它提出了教学应从理论培养向实践性教学转化，从示范性教学向应用性教学转化的观念。

它可以视为主体得以持续发展的过程，也就是说在这一过程中，他们所获得的知识和能力在实践活动中得以展现。