论文标题
由首次讲师使用积极学习教学策略教授的学生优于由备受瞩目的传统教练教授的学生
Students taught by a first-time instructor using active learning teaching strategies outperform students taught by a highly-regarded traditional instructor
论文作者
论文摘要
在本文中，我们提出了一项用于物理课程改革的模型，该改革使用了独特的基于研究的积极学习策略来帮助学生提高其物理知识和解决问题的技能。在这项研究中，我们比较了同一介绍性物理课程的两个部分中学生的考试表现。一个部分（传统部分，n = 258）是由一位对其讲座高度重视但没有使用任何积极学习教学策略的教练教授的。另一部分（改革后的部分，n = 217）是由从未教过物理课但接受过物理学和天文学教育研究培训的教练教授的，他确实使用了积极的学习教学策略。改革部分的学生在整个学期的传统考试问题中都大大优于学生，无论该问题是概念性还是定量性。这项改革的工作已经成功地改善了学生的学习，并大大提高了该部门在入门级别及以后使用主动学习策略的使用。
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the exam performance of students in two sections of the same introductory physics course. One section (the traditional section, N = 258) was taught by an instructor who is highly regarded for his lectures, but did not use any active learning teaching strategies. The other section (the reformed section, N = 217) was taught by an instructor who had never before taught a physics class but who was trained in physics and astronomy education research and who did use active learning teaching strategies. Students in the reformed section significantly outperformed students in the traditional section on common exam questions over the course of the semester, regardless of whether the question was conceptual or quantitative. This reform effort has been successful at improving students' learning and significantly increasing the department's use of active learning strategies at the introductory level and beyond.
