地理教學外文翻譯（節(jié)選）

1、<p>　　1600漢字,1000單詞，6000英文字符</p><p>　　Most college geography teachers are largely occupied with mastering the content or subject matter of their teaching and, as a result, have little time and energy fo

2、r evaluating the teaching techniques or approaches they employ. Undoubtedly, the majority of post-secondary geography teachers rely on the lecture or lecture-discussion method as their primary teaching approach. This pra

3、ctice is not surprising since there is a tendency to teach as one was taught, and the lecture or lecture-discussion </p><p>　　The teaching approaches to be discussed here are student-centered rather than te

4、acher-centered techniques. Limiting the discussion to student-centered approaches does not imply that the lecture or lecture-discussion format is passe or ineffectual nor that the techniques discussed herein are a remed

5、y for all teaching ills. Indeed, the voluminous research on the various approaches to the teaching-learning process is inconclusive about which method or approach is best.</p><p>　　In student-centered teachi

6、ng the student assumes more responsibility in the learning process, and the teacher assumes the role of facilitator of learning and resource person rather than that of dispenser of learning. Instructors do not abdicate t

7、heir academic leadership role in the classroom; they merely reinterpret it. Student-centered approaches focus not only on subject matter, but also on the processes of student inquiry, problem solving, and interpersonal

8、 skills. Classroom use of these pr</p><p>　　The goals of each of these teaching approaches are alike in that they aim to teach students skills as well as subject matter. Each requires the teacher to move to

9、the periphery of the classroom action, to organize students into self-teaching and self-governing groups, and to act as a guide and resource person. The teacher also works closely with each group in order to insure that

10、they are on target and progressing properly. In practice, small groups are typically composed of four to seven studen</p><p>　　The small group approach to teaching and learning can be implemented in a variet

11、y of ways in the classroom, and the reader is referred to the included references for details on organizing and structuring such learning processes. The general approach is flexible enough that it can be used exclusively

12、 or in conjunction or interspersed with lectures and discussions. Typically, each group organizes itself, divides tasks, and completes a project that is presented to the class for response and critici</p><p>

13、;　　Individualized approaches to teaching and learning had their impetus in the fact that students are different in their learning rates, styles, and competencies as well as in their goals and interests. Individual instru

14、ction and learning is a deliberate attempt to take these differences into account. It is unfortunate that most post-secondary instruction still assumes that students learn from the same instructional strategy, approach c

15、ourses with the same interests and competencies, and end their </p><p>　　Several individualized teaching techniques can be easily integrated into typical course and classroom situations. Learning contracts a

16、nd guided independent study are quite effective approaches to providing personalized and individually relevant instruction. The various ways these approaches can be integrated into college geography courses have been d

17、iscussed in detail elsewhere.</p><p>　　In conclusion, this brief review presents college geography teachers with student-centered alternatives to the teacher-centered approaches common in most post-seconda

18、ry classrooms. It focuses on small group and individualized approaches to teaching that are thought to have promise for easy integration and introduction into typical college geography class and course structures. Combi

19、ning such approaches with the lecture or lecture-discussion format and, therefore, emphasizing instructional opt</p><p>　　Our 5-year experiment with teaching and evaluating an inquiry course has led us to co

20、nclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based c

21、ourse. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely appl</p><p>　　In

22、 summary, we wanted students to emerge from the course being more likely to approach their studies deeply and to think critically and reflectively about the production of knowledge. We wanted students to improve their co

23、llaborative learning skills while at the same time taking more responsibility and gaining the tools for self-directed learning. We wanted to improve students’ written and oral communication skills and hoped they would em

24、erge from the course with an enhanced love of learning. Th</p><p>　　大多數大學地理教師都忙于掌握教學課本內容，幾乎沒有時間和精力評價分析自身的教學技巧和方式。毋庸置疑，多數大學地理教師都以講授或講授-討論的方式作為主要教學方法。采用這一方式并不令人吃驚，因為現在的教學趨勢便是被動學習，并且講授或講授-討論一直都是大學教育方式的支柱。大班教學和忽

25、視多樣教學也是導致普遍講授教學的原因。然而，也有另一些與大學地理相關和適用的教學與學習技巧。本文目的即在于簡要溫習和指出近期在高等教育問題上討論的幾種教學技巧，每種技巧都是為提升大學教育而設計。本文有望提高讀者對現今教學技巧思考的意識，且將這些技巧應用于班級教學。雖然有些教學技巧已用于大學課堂，但對于大部分教師而言，一些技巧仍是新的嘗試。</p><p>　　本文將討論的教學方法是以學生為中心，而不是以老師為中心

26、的教學方法。課堂以學生為中心并不表示講授或講授-討論方法已過時或無效，也不表示本文將討論的教學方式將治愈教學詬病。事實上，對講授-學習過程的大量研究和各種方法并不全面，這些研究并未提出最好的理論或方法。</p><p>　　在以學生為中心的課堂中，學生將在學習過程中肩負更大責任，而老師則擔任教學推動和顧問的角色，而不是學習分配者。教師在課堂中并未失去學術領導力，他們只是重新解讀課本。以學生為中心的教學方法不僅注重

27、課本，還注重學生獲取知識、解決問題和人際交往的過程。課堂中對這些過程的利用將對學習起補充作用，也是對以教師為中心的講授-討論教學的完善。因此，有助于改善由過多強調講授（在一定程度上有效的教學方法）造成的學習不平衡性。</p><p>　　每種教學方法的目標都大同小異，目的都在于教授學生技能與課本知識，且都要求老師開展課堂周邊活動，學生組織自學自主小組以及老師擔任指導和顧問。老師需參與每組活動以確保每個學生都參與且

28、進展順利?；顒又校總€小組由4~7個學生隨機組成或根據學生興趣組成，最佳組合是每組由興趣各不同的學生組成。在這一課程主題中，每組都能集中解決同一或不同問題、主題或問題分工，并且在老師的領導下，可依次由老師分配或小組自主選擇問題。</p><p>　　課堂上的小組教學方法多種多樣，本文提到的是關于組織這類學習活動的細節(jié)的一些參考信息。多數方法都比較靈活，可獨立使用或者與演講和討論方法配合使用。一般來說，要回答或者評

29、價某個課題時，各個小組都自行組織分配任務，將其完成。每個學生都要上交文章，教授和小組成員會對文章進行閱讀和批改。以此來提高學生的交流能力，責任感和參與度。</p><p>　　當學生的學習速率，學習習慣，學習能力和學習目標與興趣存在差異時，因材施教就很有益處。因材施教將這些差異都納入考慮范疇。但不幸的是，在研究生教學中，人們依舊認為所有的學生都適用于同樣的教學方法，擁有同樣的興趣和能力，最后要以課堂結論來完成學習

30、。</p><p>　　具體課程和課堂環(huán)境可以將幾種針對性教學方法整合運用。學習對比和引導學習是行之有效地個性化教學方法。本文還對大學地理課堂上整合使用各種教學方法進行了探討。</p><p>　　總之， 本文呈現了，以學生為中心和以教師為中心的大學地理教師，在研究生教學授課中方法大多相同。這種授課重視小組教學和因材施教，人們認為這種方法易于整合，也易于將其引入典型的大學地理課堂和課程結構

31、中。將這類方法與演講和課堂討論結合起來，強調不同的教授方法應該旨在提高地理學科教育，幫助整合近來在地理文獻方面有分歧的教育哲學。</p><p>　　通過針對教育和評價探究性課程進行的長達5年的實驗，我們得出結論，探究是高等教育中的有效教育方法，可以鼓勵學生在學習中有目標有沖勁。本文提出了設計探究性課程所需的重要組成部分和程序。為探究提供了實用模型，這些模型描述了這樣的課程的結構和功能，以及學生的學習目標。這種探