摘要
教育要重视使得新手学习者如何顺利地转换为专家学习者——懂得如何学习,有学习的愿望和为终身学习做好个性化准备的人。基于对大脑科学三种网络——识别网络、策略网络、情感网络和对数字媒体特性的了解,通用学习设计提出了"三表"原理:多元表征理解——聚焦学什么、多种行为表现——关注怎样学和多样表达意愿——探究为什么学。与之相配的有32种教学策略,这是从课程的四个要素出发(目标、教材、方法和评价,目前尤其考虑了教材与方法),旨在改进原有的课程在教学对象失准、教学内容不当和教学方式狭隘等缺陷。
Education should help turn novice learners into expert learners-individuals who know how to learn, who want to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning. Based on knowledge of brain-recognition network, strategic network and affective network in addition to the essence of e-media, there are three principles of UDL： （ 1 ） multiple means of representation--the ＂what＂ of learning, （2） muhiple means of expression--the ＂ how＂ of learning, and （ 3 ） multiple means of engagement--the ＂why＂ of learning. There are 32 consistency Strategies. These are goals, methods, material, assessment （this first effort focuses most heavily on two curricular components： instructional methods and materials）address and redress curricular disabilities in who they can teach, in what they can teach, and in how they can teach.
出处
《当代教师教育》
2009年第1期11-19,共9页
Contemporary Teacher Education
关键词
通用学习设计
多元表征理解
多种行为表现
多样表达意愿
Universal Design for Learning
multiple means of representation
multiple means of expression
multiple means of engagement
