- 出版社: Jossey-Bass; 1 (2010年3月15日)
- 平装: 240页
- 语种： 英语
- ISBN: 047059196X
- 条形码: 9780470591963
- 商品尺寸: 15 x 2.3 x 22.6 cm
- 商品重量: 299 g
- 品牌: Jossey-Bass
- ASIN: 047059196X
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Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom (英语) 平装 – 2010年3月15日
Daniel T. Willingham is professor of psychology at the University of Virginia, where he has taught since 1992. He writes the popular Ask the Cognitive Scientist column for American Educator magazine.
CHAPTER 1 Why Don't Students Like School?
CHAPTER 2 How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts?
CHAPTER 3 Why Do Students Remember Everything That's on Television and Forget Everything I Say?
CHAPTER 4 Why Is It So Hard for Students to Understand Abstract Ideas?
CHAPTER 5 Is Drilling Worth It?
CHAPTER 6 What's the Secret to Getting Students to Think Like Real Scientists, Mathematicians, and Historians?
CHAPTER 7 How Should I Adjust My Teaching for Different Types of Learners?
CHAPTER 8 How Can I Help Slow Learners?
CHAPTER 9 What About My Mind?
science, as well as some of his views and suggestions. Given that the overall reasons why students do not like school are somewhat intractable, the question becomes, for us as teachers and parents, what can we understand about this, and how can our work improve student understanding and progress through school? He supplies a very well-organized book for the intended audience: Focused and systematic, and yet, at the same time, appealing to us via anecdotes and literary devices (such as typical types of puzzles that many people can relate to) to avoid making his discussion too dry and authoritative. I have encountered much of what he discussed in previous reading, but the book has clear and helpful suggestions, extremely well-organized, and is a quick read, so I did not find the review to be boring or unhelpful. I feel this is a worthwhile book for the intended audience, despite skirting the edge of a pedestrian presentation. He is also careful to support his views with references to scientific work, including articles and books of possible interest.
I have to say that I was also a little surprised in that I was expecting this book to be a refutation of a lot of the stuff that I had learned in my other educational classes. But what I actually found was that it was actually suggesting some of the same things but in a much clearer and less convoluted way. That seems to be the problem with a lot of educational literature the authors seem very self conscious about what they are saying and feel the need to use a bunch of confusing jargon and site all these studies to prove that what they are saying is relevant. That is not the case at all with this book and the result is something that is actually readable that doesn't require to buy some new educational product or start calling something that you have been doing for a long time by a different name. I highly recommend this book.