The Undergraduate Instruction: Theory and Experience, Idea and Evidence

Yan Guangcai

doi:10.16382/j.cnki.1000-5560.2019.06.001

Volume 37 Issue 6

Dec. 2019

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2019 > 37(6): 1-15

Yan Guangcai. The Undergraduate Instruction: Theory and Experience, Idea and Evidence[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(6): 1-15. doi: 10.16382/j.cnki.1000-5560.2019.06.001

Citation:

Yan Guangcai. The Undergraduate Instruction: Theory and Experience, Idea and Evidence[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(6): 1-15. doi: 10.16382/j.cnki.1000-5560.2019.06.001

Citation:

PDF( 740 KB)

The Undergraduate Instruction: Theory and Experience, Idea and Evidence

doi: 10.16382/j.cnki.1000-5560.2019.06.001

Yan Guangcai

Institute of Higher Education, East China Normal University, Shanghai 200062, China

Publish Date: 2019-11-20

Abstract

Abstract

In view of the current hot topics related to undergraduate teaching, this paper draws the following conclusions based on historical investigation and realistic examination. Although college teaching and learning need theoretical research, it depends more on faculty's independent and intellectual practical exploration, individual experience accumulation. Learner-centered instruction is an initiative stimulated by the situation, rather than a teaching mode or paradigm that breaks with the tradition. Relevant evidence shows that the exploration of effective teaching is still inseparable from the teacher's leading and organization, without which the routine instruction will move toward disorder and inefficiency. Learner-centered instruction tends to be limited by certain objective resource constraints, and thus needs something like community's institutional environment and cultural support.
- undergraduate instruction,
- scholarship of teaching and learning,
- learner-centered instruction,
- effective teaching

FullText(HTML)

References(36)

References

[1]	顾凡及. (2016).近代解剖学之父——维萨里.自然杂志, (6), 461-466. http://d.old.wanfangdata.com.cn/Periodical/zrzz201606010
[2]	李彤彤, 庞丽, 王志军.(2018).翻转课堂教学对学生学习效果的影响研究.电化教育研究, 301(5), 99-107. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=dhjyyj201805016
[3]	芒福德.(2009).技术与文明(陈允明等译).北京: 中国建筑工业出版社.
[4]	宁可为, 顾小清, 王炜.(2018).翻转课堂教学应用效果的元分析.现代教育技术, 28(3), 39-45. doi: 10.3969/j.issn.1009-8097.2018.03.006
[5]	韦尔热.(2008).模式.希尔德·德·里德-西蒙斯主编.(2008).欧洲大学史(第一卷) (张斌贤等译).保定: 河北大学出版社.
[6]	易兰.(2008).兰克史学在中国的早期传播与影响.史学理论与史学史学刊, (6), 305-324. http://www.cnki.com.cn/Article/CJFDTotal-SWXS200800029.htm
[7]	赵炬明.(2016).论新三中心:概念与历史.高等工程教育研究, (3), 35-56. http://d.old.wanfangdata.com.cn/Periodical/wysh-whyy201604164
[8]	赵炬明.(2017).打开黑箱:学习与发展的科学基础(上、下).高等工程教育研究.(3, 4), 31-52, 30-46. http://d.old.wanfangdata.com.cn/Periodical/sxdsjyrs201224025
[9]	Allan, J., Clarke, K. & Jopling, M.(2009). Effective Teaching in Higher Education: Perceptions of First Year Undergraduate Students. International Journal of Teaching and Learning in Higher Education, 21(3), 362-372. http://d.old.wanfangdata.com.cn/OAPaper/oai_doaj-articles_bf2fbe23bc6b6cf4017ab9b5af55dd45
[10]	Apfelthaler, G., Hansen, K., Keuchel, S., et al..(2007). Cross-cultural Differences in Learning and Education: Stereotypes, Myths and Realities.In Palfreyman, D. & McBride, D. L.(2007). Learning and Teaching Across Cultures in Higher Education. New York: Palgrave Macmillan.
[11]	Barr, R. B. & Tagg, J.(1995). From Teaching to Learning - A New Paradigm for Undergraduate Education. Change, 27(6), 12-26. doi: 10.1080/00091383.1995.10544672
[12]	Berk, R. A.(2005). Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48-62. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=Open J-Gate000002246131
[13]	Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M. & Huang, B.(2004). How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature. Review of Educational Research, 74(3), 379-439. doi: 10.3102/00346543074003379
[14]	Brown, G.(2002). Effective teaching in higher education. London: Taylor & Francis.
[15]	Doyle, T.(2008). Helping Students Learn in A Learner-Centered Environment: A Guide to Facilitating Learning in Higher Education. Sterling: Stylus Publishing, LLC.
[16]	Fraser, P. F.(2016). Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education. Research in Science Education, 46(1), 141-161. http://d.old.wanfangdata.com.cn/Periodical/jykx200601017
[17]	Fry, H., Ketteridge, S. & Marshall, S.(2003). Understanding Student Learning. A Handbook for Teaching & Learning in Higher Education. New York: Routledge.
[18]	Furtak, E. M., Seidel, T., Iverson, H. & Briggs, D. C.(2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review of Educational Research, 82(3), 300-329. doi: 10.3102/0034654312457206
[19]	Harris, M. & Cullen, R.(2010). Leading the Learner-Centered Campus. An Administrator's Framework for Improving Student Learning Outcomes. San Francisco: Jossey-Bass.
[20]	Hornsby, D. J. & Osman, R.(2014). Massification in higher education: large classes and student learning. Higher Education, 67(6), 711-719. doi: 10.1007/s10734-014-9733-1
[21]	Hutchings, P. & Shulman L. S.(1999). The Scholarship of Teaching: New Elaborations, New Developments. Change, 31(5), 10-15. doi: 10.1080/00091389909604218
[22]	Kallinen, M.(2006). Lectures and Practices: The Variety of Mathematical and Mechanical Teaching at University of Uppsala in the 17th Century. In Feingold, M. & Navarro-Brotons, V.(2006). Universities and Science in the Early Modern Period. Dordrecht: Springer.
[23]	Kopelman, M. & Vayndorf, M.(2012). Self-Reflection on Undergraduate Teaching. Academic Exchange Quarterly, 16(4), 17-28. http://d.old.wanfangdata.com.cn/OAPaper/oai_doaj-articles_9eace655fd7c25cb79050a4e7a917c5f
[24]	Kulik, J. A., Kulik, C. C. & Cohen, P. A.(1980). Effectiveness of Computer-Based College Teaching: A Meta-Analysis of Findings. Review of Educational Research, 50(4), 525-544. doi: 10.3102/00346543050004525
[25]	Moodie, G.(2016). Universities, Disruptive Technologies, and Continuity in Higher Education: The Impact of Information Revolutions. New York: Palgrave Macmillan.
[26]	Myers, C. B. & Myers, S. M. (2015). The Use of Learner-Centered Assessment Practices in the United States: The Influence of Individual and Institutional Contexts. Studies in Higher Education, 40(10), 1904-1918. doi: 10.1080/03075079.2014.914164
[27]	Reigeluth, C. M.(2012). Instructional Theory and Technology for the New Paradigm of Education.Revista de Educación a Distancia, 32, 1-18. http://cn.bing.com/academic/profile?id=3a1f45efab35f80918b805bb42e308c0&encoded=0&v=paper_preview&mkt=zh-cn
[28]	Shulman, L. S(1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher. 15(2), 4-14. doi: 10.3102/0013189X015002004
[29]	Shulman, L. S.(1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22. doi: 10.17763/haer.57.1.j463w79r56455411
[30]	Shulman, L. S.(2000). From Minsk To Pinsk: Why A Scholarship Of Teaching And Learning?. The Journal of Scholarship of Teaching and Learning, 1(1), 48-53. http://cn.bing.com/academic/profile?id=8052d34ca1d784004506407965f2848e&encoded=0&v=paper_preview&mkt=zh-cn
[31]	Shulman, L. S.(2011). The Scholarship of Teaching and Learning: A Personal Account and Reflection. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-7.
[32]	Springer, L., Stanne, E. M.& Donovan, S. S.(1999). Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering and Technology: A Meta-Analysis. Review of Educational Research, 69(1), 21-51. http://cn.bing.com/academic/profile?id=152c4cdb507b2632ba9857e7cadcb0ef&encoded=0&v=paper_preview&mkt=zh-cn
[33]	Tamim, R. M. Bernard, R. M. Borokhovski, E. Abrami, P. C. & Schmid, R. F.(2011). What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study. Review of Educational Research, 81(1), 4-28. doi: 10.3102/0034654310393361
[34]	Weimer, M.(2002). Learner-centered Teaching: Five Key Changes to Practice. San Francisco: John Wiley & Sons, Inc.
[35]	Weimer, M.(2010).Inspired College Teaching: A Career-long Resource for Professional Growth. San Francisco: Jossey-Bass.
[36]	Zepke, N.(2013). Threshold concepts and student engagement: Revisiting pedagogical content knowledge. Active Learning in Higher Education, 14(2), 1-11. http://cn.bing.com/academic/profile?id=f99f12578900b6578114d3e5a5fad38c&encoded=0&v=paper_preview&mkt=zh-cn