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1、CHAPTER8:STUDENT-CENTRED/PERSONALIZEDLEARNING“Theultimategoaloftheeducationalsystemistoshifttotheindividualtheburdenofpursuinghiseducation.”JohnW.GardnerThelatterpartofthe18thcenturyisbestknownforthreerevolutions:theAmericanRevolution,theFrenchRevolutionandtheIndustrialRevolution,bu
2、tthe18thcenturyalsosawaneducationalrevolution.Education,onceconsideredtheprivilegeofonlytherichandelite,changedwithrespecttothephilosophyofwhoshouldbeeducated.First,thegrowthofnationalcitizenshipmeantchangesinhowpeoplewereviewed.FreedomandequalitybecametenetsofWesternsocietyandpeopl
3、ebecamecitizenswhodeserved,bybirth,asenseofequalityunderthelaw.Furthermore,inapragmaticway,astheIndustrialRevolutioncametorulesociety’seconomiclife,greaternumbersofworkerswereneededtoproducegoodsinlargequantities.Theseworkersrequiredatleastsomeeducationandskills;and,theindustrialact
4、ivitiesofthedayseemedtotransfereasilyintotheeducationalmilieu.Itbecamequitepossibletoteachgroupsofstudentsacademicskillsatthesametimeinthesameclassroom,insteadofteachingthemindividually.Thisspelledthebeginningof“masseducation.”Generationsofstudentshaveexperiencedthismasseducationfor
5、morethantwocenturies,andthesystemhasworkedtobecomemorestandardized,efficientandpractical.Askingteacherstoteacheveryoneinsimilarwaysseemeddemocratic,andthemethodofmasseducationreducedcosts,timeandenergy—allimportantvaluesinaneraofindustry.Priortomasseducation,studentsweremostlyinstru
6、ctedasindividuals—usuallyasingleteacherworkedwithonestudentorsmallnumbersofstudents.Today,thereisagainamovetowardamorestudent-centredlearning,oftenreferredtoasthepersonalizationoflearning.Personalizedlearningisamethodofinstructioninwhichcontent(sometimesincludinginstructionaltechnol
7、ogy)andthepaceoflearningarebasedupontheabilitiesandinterestsofeachindividuallearner.Thisinstructionalpatternisanantithesistomassinstructionwherecontent,materialsandthepaceoflearningarestandardizedforallstudentsinaclassroomoracourseofstudy.Whatfollowsarevariousviewpointsrelatedtostud
8、ent-centred/persona
