如何设计有用有趣有效的课后练习
How to Design Useful, Engaging, and Effective After-Class Exercises
DOI: 10.12677/OETPR.2023.54020, PDF,   
作者: 牟 名：新东方国际教育，辽宁 大连
关键词: 课后练习；课程设计；教研；After-Class Exercises； Curriculum Design； Teaching Research
摘要: 本实践报告结合市场变化的大背景，计划着重探究如何帮助一线教师们提高设计完整的、有趣的、有用的和创新的课后练习的能力这一课题。课后练习是学生学习过程中的重要一环，优质的课后练习不仅能够帮助学生消化巩固课堂所学，还能提高学生学习自主性、增强学员和教师的粘度以及提高学生长期学习的可能性。本实践报告基于五次连续的、环环相扣的、互动分享式、基于案例分析的教研活动展开，并在教研结束之后采用数据分析和需求分析的方法，以保证和衡量整个培训的有效性和落地性。
Abstract: This proposal of practice report, set against the backdrop of market changes, focuses on exploring how to assist frontline teachers in enhancing their ability to design comprehensive, engaging, useful, and innovative after-class exercises. After-class exercises are a crucial component of the student learning process. High-quality exercises not only help students digest and consolidate what they have learned in class, but also foster student autonomy, strengthen the bond between students and teachers, and increase the likelihood of long-term learning. This report is based on five consecutive, interlinked, interactive, and case study-based teaching research activities. After the completion of the teaching research, data analysis and needs analysis methods were employed to ensure and measure the effectiveness and implementation of the entire training.
文章引用：牟名. 如何设计有用有趣有效的课后练习[J]. 国外英语考试教学与研究, 2023, 5(4): 185-191. https://doi.org/10.12677/OETPR.2023.54020

参考文献

[1] Suarez, T.M. (1989) Needs Assessment. In: Husen, T. and Postlethwaite, T.N., Eds., The International Encyclopedia of Education. 2nd Edition, Vol. 7, Pergamon Press, Oxford.
[2] Richterich, R. and Chancerel, J.-L. (1980) Identifying the Needs of Adults Learning a Foreign Language. 2nd Edition, Council of Europe, Oxford.
[3] Cohen, L., Manion, L. and Morrison, K. (2017) Research Methods in Education. 8th Edition, Routledge, London. [Google Scholar] [CrossRef] 
[4] Ambrose, S.A., et al. (2012) How Learning Works: Seven Re-search-Based Principles for Smart Teaching. Journal of Chiropractic Education, 26, 192. [Google Scholar] [CrossRef] 
[5] Brown, P.C., Roediger III, H.L. and McDaniel, M.A. (1988) Make It Stick: The Science of Successful Learning. Belknap Press of Harvard University Press, London.
[6] Zakrajsek, T.D. (2022) The New Science of Learning: How to Learn in Harmony with Your Brain. 3rd Edition, Routledge, New York. [Google Scholar] [CrossRef] 
[7] Lang, J.M. (2016) Small Teaching: Everyday Lessons from the Sci-ence of Learning. Jossey-Bass, Hoboken.
[8] Huston, T. (2012) Teaching What You Don’t Know. Harvard University Press, Cambridge.
[9] Dirksen, J. (2015) Design for How People Learn. 2nd Edition, New Riders, Berke-ley.
[10] Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. and Willingham, D. T. (2013) Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. Psy-chological Science in the Public Interest, 14, 4-58. [Google Scholar] [CrossRef] [PubMed]
[11] Roediger III, H.L. and Karpicke, J.D. (2006) Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psy-chological Science, 17, 249-255. [Google Scholar] [CrossRef] [PubMed]
[12] Hattie, J. and Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77, 81-112. [Google Scholar] [CrossRef] 
[13] Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C. and Norman, M.K. (2010) How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, Ho-boken, 38-43.
[14] Bransford, J.D., Brown, A.L. and Cocking, R.R. (2000) How People Learn: Brain, Mind, Experi-ence, and School. Expanded Edition. National Academies Press, Washington.
[15] Pashler, H., Bain, P.M., Bottge, B.A., Graesser, A., Koedinger, K., McDaniel, M. and Metcalfe, J. (2007) Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. [Google Scholar] [CrossRef]