首页
登录
职称英语
【31】 [br] 【40】 [originaltext] Lecturer: Hello, everybody and thank you for co
【31】 [br] 【40】 [originaltext] Lecturer: Hello, everybody and thank you for co
游客
2024-01-07
57
管理
问题
【31】 [br] 【40】
Lecturer: Hello, everybody and thank you for coming. I know that you’re all very busy at this time but I hope ’that by coming to this talk you’ll at least get some useful information for when you go to study overseas. Well, today I want to talk about the effect of cultural background on learning style; that is, how a learner’s culture might impact on his or her approach to study. I want to begin by looking at some basic cultural values and how these affect teaching and learning. I’ll then go on to present evidence which shows that anproaches to learning which are acceptable in one culture may not be acceptable in another. If you have any questions I’d be happy to answer them at the end of the talk. Now, I want to start by introducing the two concepts. They are actually contrasting concepts, these are, conserving and extending cultures. What do these terms mean?
Experts have categorised cultures as being either basically conserving or extending in their attitude to the transmission of knowledge. Let me give you an example to try to make this clear. A good example of a conserving cultural attitude is demonstrated by most Arabic cultures. Here there is the requirement to learn the holy book--the Koran--by heart. This demands a huge effort of memorisation, as you can imagine. The way the Koran is learnt impacts on the way other subjects are learnt generally. It might also have an effect on learners’ perception of what constitutes an acceptable teaching style. By this I mean that the unquestioning acceptance of the messages in the Koran and the concentration and repetition necessary to memorise those messages are transferred to the learning of school subjects and to the expectations students have on teachers.
That’s Arab culture. Let’s turn now to Chinese culture. There is evidence to suggest that Chinese culture is conserving in nature. For example, keeping quiet in the classroom, listening to the teacher, not talking to other students, not interacting; these tend to characterise the Chinese classroom. As a result, Chinese learners do not develop argumentation skills as quickly as their American counterparts. American students tend to be actively encouraged to question their teachers, their materials and to interact with other classmates. However, I have to say--in the interests of balance---that Chinese students tend to work with greater concentration--but this is not the point I’m trying to make. The point is that some cultures display a conserving attitude to teaching and learning, while others display a more extending attitude to learning.
Now, the memorisation and non-interactive styles of learning encouraged, for example, in Arab and Chinese cultures may disadvantage learners, at least initially, when they progress from secondary school to university. Why is this? Well, it’s because universities worldwide are increasingly adopting-with a few local variations--the Western requirement for students to show argumentation skills in written assignments and effective interpersonal skills in tutorials and seminars. In other words, the world model for university teaching and learning is now the Western model, the interactive model if you like.
Now, of course, students from conserving backgrounds who go on to study in an extending culture will obviously need to adapt to a different learning style to accommodate to the new conditions. This, unsurprisingly, can often prove to be a painful process. However, such learners are able to make the transition quite successfully with guidance from academic staff and a lot of determination from their own part to "unlearn" or dismantle the study-related approaches and strategies acquired in their own cultures. Let me give you some examples from real life to try to illuminate this issue. I’ve put these on slides.
Now, let’s look at the comments made by three Asian students who found the Western university system of teaching and learning very different from their previous experience. If you just look at the screen--I’ve put these comments on slides ... as I said. This is what a Chinese undergraduate from Shanghai studying at an Australian university had to say: "Generally many of us are trained in a system where you don’t contribute much to classroom discussions; some students even hesitate to ask questions from lecturers." Here’s what a Master’s student from Japan studying at an English university in London had to say: "In Japanese culture and education the emphasis on training seems to be on intuition rather than logical construction of arguments. This makes it much harder to study at my British University." Finally, let’s take a look at the comments by an Indian research student studying at an American university: "One problem was getting used to the American sys- tem where a student is expected to find out for herself or himself the requirements and facilities of the University. This contrasts with the system at home whereby a person, generally the lecturer or supervisor, is responsible for the needs of the student."
To sum up, then, there is certainly evidence to show that the cultural values of a society affect the way that society’s educational institutions function and how the teaching in them is carded out. While ensuring the continuation of cultural identity and solidarity, the existence of culturally-determined patterns of teaching and learning means that individual learning style--the way a learner would prefer to learn--is largely ignored in classrooms around the world. Well, that’s all I want to say for the moment--I hope you’ll find what I’ve said interesting and useful when. you go overseas to study. Are there any questions?
选项
答案
Lecturer(s) or (and) supervisor(s)
解析
转载请注明原文地址:https://tihaiku.com/zcyy/3341890.html
相关试题推荐
Onthebeachtherewasacastofa______.[br]【20】[originaltext]Presente
Onthebeachtherewasacastofa______.[br]【19】[originaltext]Presente
Onthebeachtherewasacastofa______.[br]【18】[originaltext]Presente
【31】[br]【40】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【31】[br]【38】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【31】[br]【34】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【31】[br]【32】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【21】[br]【30】[originaltext]Tutor:Goodmorningeveryone.WellIthinkwecans
【21】[br]【29】[originaltext]Tutor:Goodmorningeveryone.WellIthinkwecans
【21】[br]【28】[originaltext]Tutor:Goodmorningeveryone.WellIthinkwecans
随机试题
WhichofthefollowingstatementsisTRUEaboutthespeaker?[br][originaltext
[originaltext]W:Willyoutakethesebookstothelibraryduringyourlunchhou
Thepopularnotionaboutmarriageandloveisthattheyaresynonymous,tha
分项工程应按主要()等进行划分。A.工种B.材料C.施工工艺D.设备类别
根据有效市场假说,下列关于有效市场形态的说法中,错误的是( )。A.在强式有效市
共用题干 TheOniyWayIsUpThinkofamodem
慢性肾小球肾炎的主要致病因素是A.链球菌直接感染 B.病毒直接感染 C.免疫
教学环境包括物质环境和()环境两部分,后者涉及课堂纪律、课堂气氛、师生关
8月6日18时,驾驶员甲驾驶装满液氯的槽罐车驶入某高速公路B56段,20时许,槽
水泥砂浆面层抹面、亚光后,应在常温条件下经一定时间的凝结再进行养护,通常夏季的间
最新回复
(
0
)