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1、以学习成果为导向的体会冯天泽（芬兰阿尔托大学教学培训体会）byGregFengAugust31st2012IspentmuchtimereadingthreepapersrespectivelywrittenbyXu,R.2004.“Chinesemainlandstudents’experiencesofteachingandlearningataChineseuniversity”,Parpalaetal.(2010).“Students’approachestolearningandtheirexperiencesoftheteaching-le
2、arningenvironmentindifferentdisciplines”andAllan,J.1996.“LearningoutcomesinHigherEducation.StudiesinHigherEducation”.AfterreadingthesethreepaperIthinkitimportanttoclarifybrieflythreetermswhichIoftencomeacrosswhenreading“Outcomelearning,surfaceanddeeplearningapproaches:Tomyunders
3、tandingan“outcome”,whichisdifferentfrom”aim”or“objective”issimplyaresultorconsequenceofanactionorprocess.Alearningoutcomeiswhatresultsfromalearningprocess.Intendedlearningoutcomesarestatementsthatpredictwhatlearnerswillhavegainedasaresultoflearning.Fromthestudents’perspective,th
4、eoutcomesapproachcommunicateswhattheyareexpectedtobeabletodoandthecriteriathatwillbeusedtoassessthem.Inoutcome-basedlearning,allschoolprogramsandinstructionaleffortsaredesignedtohaveproducedspecific,lastingresultsinstudentsbythetimetheyleaveschool.AccordingtoWilliamG.Spady(1994)
5、,outcome-basededucation(OBE)means"clearlyfocusingandorganizingeverythinginaneducationalsystemaroundwhatisessentialforallstudentstobeabletodosuccessfullyattheendoftheirlearningexperiences."InParpalaandXu,R‘spaper,deepandsurfacelearningapproachesarementioned.Thetwoapproachesareder
6、ivedfromoriginalempiricalresearchbyMartonandsinceelaboratedbyRamsden(1992),Biggs(1987,1993)andEntwistle(1981).Studentsapplyingasurfaceapproachconcentrateonthetextitself,whereasthoseaimingatadeeperlevelfocusonthemeaningofthetext.Althoughlearnersmaybeclassifiedasdeeporsurface,they
7、arenotattributesofindividuals:onepersonmayusebothapproachesatdifferenttimes,althoughsheorhemayhaveapreferenceforoneortheother.Theycorrelatefairlycloselywithmotivation:deepwithintrinsicmotivationandsurfacewithextrinsic,buttheyarenotnecessarilythesamething.Eitherapproachcanbeadopt
8、edbyapersonwitheithermotivation.Whenreadingthet
