學(xué)習(xí)如何學(xué)習(xí)：素質(zhì)教育的重要技能之一
如何培養(yǎng)有獨(dú)立批判性思維的主動(dòng)學(xué)習(xí)者，是知識(shí)經(jīng)濟(jì)時(shí)代對教育培養(yǎng)人才提出的新的要求。于是，學(xué)習(xí)者如何能夠積極主動(dòng)的學(xué)習(xí)和思考成為他們未來成功的關(guān)鍵，以分?jǐn)?shù)高低衡量學(xué)生學(xué)習(xí)成果的舊有評估標(biāo)準(zhǔn)需要進(jìn)行改進(jìn)，新的標(biāo)準(zhǔn)不僅僅需要考察學(xué)生是否理解和掌握了所學(xué)習(xí)的內(nèi)容和技能，還要考察他們學(xué)習(xí)的動(dòng)機(jī)、探索的手段和思維的方式。所謂“關(guān)于思維的思維”是更高層次的學(xué)習(xí)，反思自己的思維模式并加以進(jìn)，是達(dá)到高水平學(xué)習(xí)方式的途徑。
新的知識(shí)經(jīng)濟(jì)時(shí)代對人才培養(yǎng)的新要求，凸顯了“學(xué)會(huì)學(xué)習(xí)”的重要性。讓每一位學(xué)生都成為積極主動(dòng)的探索者、思考者和終身學(xué)習(xí)者固然很難，但也是可行的，其中的一個(gè)重要條件是，每位教師也要成為積極主動(dòng)的探索者、思考者和和終身學(xué)習(xí)者。
下面的文章《Learning how to learn》摘自CIE的期刊《Cambridge Outlook》第二十四期, 在文章里Tristian Stobie博士針對教育的重要屬性“反思”做了簡述。我同意他的觀點(diǎn)：成功的學(xué)習(xí)方法更多的是關(guān)于態(tài)度和習(xí)慣。然而，如何改變學(xué)習(xí)者的態(tài)度和習(xí)慣是宏觀目標(biāo)指導(dǎo)下的具體行動(dòng)，這是一個(gè)職業(yè)化和專業(yè)化的問題。“學(xué)會(huì)學(xué)習(xí)”這個(gè)觀念并非是新的，從古至今的圣賢和大學(xué)者們都給我們留下了他們不朽的著作和學(xué)問，更重要的是，他們豐富多彩的人生故事向我們展示他們在探索過程中經(jīng)歷過的艱難歷程，這里包括了他們追求真理的態(tài)度，以及在探索、思考和研究的方式。
張鐵光教授、劍橋大學(xué)博士
上海金蘋果學(xué)校國際部名譽(yù)校長
劍橋國際課程發(fā)展中心主席

Learning how to learn
學(xué)習(xí)如何學(xué)習(xí)

Tristian Stobie, Director of Education, reflects on the educational culture needed to produce self-aware, independent learne rs
Tristian Stobie，教育總監(jiān)，產(chǎn)生自我意識(shí)教育文化需要的反思、自主學(xué)習(xí)者
Here at Cambridge our role is not only to produce qualifications, but also to support schools to adopt effective teaching and learning practices. And one way that we do this is through our resources and professional development activities in support of developing the Cambridge learner attributes (confident, responsible, innovative, engaged and reflective).
在劍橋，我們擔(dān)任的角色不僅僅是提供資格證書，還要支持學(xué)校采取有效的教學(xué)和學(xué)習(xí)實(shí)踐。我們這樣做的一個(gè)方法，是通過我們的資源和專業(yè)發(fā)展活動(dòng)，支持發(fā)展劍橋?qū)W習(xí)者的屬性（自信、負(fù)責(zé)、創(chuàng)新、參與和反思）。
It is to this latter attribute, ‘reflective’, that we turn our attention in the ‘In Focus’ section of this issue of Cambridge Outlook. The following articles provide some interesting perspectives and case studies emphasising the importance of learning how to learn.
針對“反思”的屬性，我們這個(gè)問題放在了本期《劍橋前景》的“焦點(diǎn)”部分。下面的文章提供了一些有觀強(qiáng)調(diào)“學(xué)習(xí)如何學(xué)習(xí)”的重要性的有趣觀點(diǎn)和案例研究。
The value of developing students’ ability to monitor and self-regulate their learning has been known for some time but the extent of learning gains associated with good practice in this area is increasingly becoming recognised. It is also important to understand that most of the most powerful teaching and learning practices are interdependent, based on helping students understand themselves as learners and the nature of the discipline they are learning. These include: clearly defining learning goals and developing an understanding of what excellence looks like; Tristian Stobie, Director of Education, reflects on the educational culture needed to produce self-aware, independent learners providing feedback that helps learners understand their progress so that they are better able to monitor it themselves and become their own teachers; self and peer assessment; teaching students self-verbalisation and self-questioning; and reciprocal teaching focused on higher-level cognitive strategies such as summarising, questioning and clarifying.
發(fā)展學(xué)生的能力以監(jiān)測和自我調(diào)節(jié)學(xué)習(xí)的價(jià)值已經(jīng)知道一段時(shí)間，但是學(xué)習(xí)收益程度與這個(gè)領(lǐng)域良好做法的關(guān)聯(lián)越來越被意識(shí)到。理解最最強(qiáng)大的教學(xué)和學(xué)習(xí)實(shí)踐是相互依存的也是重要的，這以幫助學(xué)生了解作為學(xué)習(xí)者的自己和他們正在學(xué)習(xí)學(xué)科的性質(zhì)為基礎(chǔ)。這些措施包括：明確定義的學(xué)習(xí)目標(biāo)和發(fā)展對于什么是卓越的理解；產(chǎn)生自我意識(shí)教育文化需要的反思、自主學(xué)習(xí)者的教育總監(jiān)Tristian Stobie提供反饋，幫助學(xué)習(xí)者了解自己的進(jìn)步，讓他們能夠更好地監(jiān)督自己，成為自己的老師；自我和同伴評價(jià)；教學(xué)生自我口語化和自我提問；專注于更高層次認(rèn)知策略的互惠教學(xué)，如歸納、質(zhì)疑和澄清。
Learning habits for future success
未來成功的學(xué)習(xí)習(xí)慣
I think the author and academic Chris Watkins makes a critical point when he says that schools need to change their culture from a ‘performance orientation’ (proving competence/looking good) to a ‘learning orientation’ (making learning an object of attention, conversation and reflection). Research conducted by Watkins shows that when this is done well students perform better in public examinations as well as developing the habits and strategies needed to be successful in higher education and the modern workplace. Schools can explain to parents – who demand results measured in terms of high grades and admittance to top universities – that having a learning orientation will improve performance. It is a win–winsituation. (See my colleague Martina’s article, right, for more about current research in this area.)
我認(rèn)為學(xué)術(shù)作家Chris Watkins提出了一個(gè)關(guān)鍵點(diǎn)，他說學(xué)校需要改變他們的文化，從“表現(xiàn)導(dǎo)向”（證明能力/好看）向“學(xué)習(xí)導(dǎo)向”（ 讓學(xué)習(xí)成為注意力、對話和思考的對象）。Watkins所做的研究表明，當(dāng)這項(xiàng)工作完成后，學(xué)生在公共考試中會(huì)表現(xiàn)得更好，同時(shí)也培養(yǎng)了在高等教育和現(xiàn)代職場中成功的習(xí)慣和策略。學(xué)?？梢韵蚣议L解釋——他們需要的結(jié)果是根據(jù)高分和進(jìn)入一流大學(xué)的方式來進(jìn)行衡量的——“學(xué)習(xí)導(dǎo)向”會(huì)改善表現(xiàn)。這是一個(gè)雙贏的局面。（目前更多相關(guān)研究，請見我的同事Martina的文章。）
One theme that all the In Focus articles emphasise is that successful approaches to learning are as much about attitudes and habits as they are about strategies and skills. Failure needs to be embraced as a learning opportunity. Learners need to learn to enjoy challenge and diligent purposeful practice. Teachers and schools need to have high expectations for learners with a clear understanding that teachers are learning role models.
“焦點(diǎn)”部分的所有文章都強(qiáng)調(diào)一個(gè)主題，成功的學(xué)習(xí)方法更多的是關(guān)于態(tài)度和習(xí)慣，因?yàn)樗鼈兪怯嘘P(guān)戰(zhàn)略和技能。失敗需要被視為學(xué)習(xí)的機(jī)會(huì)。學(xué)習(xí)者需要學(xué)會(huì)享受挑戰(zhàn)和勤奮有目的的實(shí)踐。教師和學(xué)校需要對學(xué)習(xí)者有很高的期望，清楚地認(rèn)識(shí)到教師是學(xué)習(xí)型的榜樣。