Week 2 Post

Conceptualizing and Defining Pedagogy
概念化和定义教育学

This article attempts to provide a comprehensive definition of pedagogy, tracing the term back to its ancient roots in which slaves were tasked with educating children of the home in which they belonged.  This education had a broad scope and included more than just academic and moral instruction. Additionally, the author goes to great lengths to ensure their definition of pedagogy is expansive and relatively all-encompassing. Fully defining pedagogy necessitates the authors to be broad in their definition because numerous factors impact and dictate one's definition of pedagogy, not the least of which is the social aspect of learners, the impact of the greater society, the interaction, and interplay between instructor and students, interaction and relationships among the students themselves and indeed the instructor's foundational beliefs about the most effective means of which knowledge construction occurs.  (Shah, 2021)
本文试图提供教育学的全面定义，追溯该术语的古老根源，即奴隶的任务是教育他们所属家庭的孩子。这种教育范围广泛，不仅仅包括学术和道德指导。此外，作者竭尽全力确保他们对教育学的定义是广泛且相对全面的。充分定义教育学要求作者的定义要广泛，因为有许多因素影响和决定人们对教育学的定义，其中最重要的是学习者的社会方面、更大社会的影响、教师和教师之间的互动和相互作用。学生之间的互动和关系，以及教师对知识建构最有效手段的基本信念。 （沙阿，2021 年）

The author highlights how work by Vygotsky and Freire has been influential on the modern definition and views regarding pedagogy, with Vygotsky taking into account the importance of social relationships and interactions have on learning processes and knowledge construction and Freire pushing back on what he terms the 'banking model of education" in which the instructor deposits the knowledge into the student as though they were empty vessels, instead supplanting this notion with one that tasks instructors with being active participants in the learning process along with students, both participating an in a dialogic push and pull and engaging in what Freire terms as praxis, which include a series of action and reflection, leading up a sense of critical consciousness.  He characterizes this praxis as a liberatory act. (Shah, 2021)
作者强调了维果茨基和弗莱雷的工作如何影响了现代教育学的定义和观点，维果茨基考虑到了社会关系和互动对学习过程和知识建构的重要性，而弗莱雷则反驳了他所说的“ “教育银行模式”中，教师将知识像空容器一样​​存入学生体内，取而代之的是，教师与学生一起积极参与学习过程，双方都参与对话式的学习过程，从而取代了这一概念。推动和拉动并参与弗莱雷所说的实践，其中包括一系列行动和反思，从而产生批判意识，他将这种实践描述为一种解放行为（Shah，2021）。

Later (Shah, 2021) illustrates a contrast between significant education views regarding pedagogy in the classroom. The first is a teacher-centered classroom.  I would characterize this as the traditional approach to teaching, one in which I participated, particularly in my elementary years.  This approach views the teacher in a more authoritative role and sees them disseminate knowledge amongst their students.  Rooted in behaviorism, this approach rewards desired behaviors and learning outcomes, creating conditions where students work to meet the teacher's demands and thus receive extrinsic validation for providing the appropriate responses. This starkly contrasts with a learner-centered classroom, which sees constructivist underpinnings at its roots.  Here, the classrooms are more fluid and dynamic. Learning occurs through interaction among and between teachers and students and peer-to-peer.  Students activate their prior knowledge of the content. Through various learning experiences, they build upon that knowledge, add to it, and thus engage in increasingly complex tasks.   It is important to note that the author does not pass judgment or decide which approach they view as the most effective, instead citing the merits and drawbacks and highlighting various scenarios and cultural situations in which implementation of each may be presented with significant challenges. 
后来（Shah，2021年）说明了教室中有关教学法的重要教育观点之间的对比。首先是以教师为中心的教室。我将其描述为传统的教学方法，其中我参与其中，尤其是在我的小学时代。这种方法认为教师扮演更有权威的角色，并认为他们在学生之间传播知识。这种方法扎根于行为主义，奖励所需的行为和学习成果，创造了学生努力满足教师要求的条件，从而获得了外部验证，以提供适当的回答。这与以学习者为中心的教室形成鲜明对比，后者将建构主义的基础视为其根源。在这里，教室更加流畅和动态。学习是通过教师与学生之间以及点对点之间的互动而发生的。学生激活他们对内容的先验知识。通过各种学习经验，它们以这些知识为基础，添加到知识的基础上，从而从事越来越复杂的任务。重要的是要注意，作者不会通过判断力或决定他们认为最有效的方法，而是引用了优点和缺点，并突出了各种场景和文化情况，在这些情况下，每种情况可能会面临重大挑战。

Reading this text, I continually attempted to determine my definition of pedagogy.  I do not necessarily think this was the main objective of the piece. Instead, its purpose was to present various definitions of pedagogy throughout history and in modern times and to describe rich examples of classrooms based on differing theoretical underpinnings and notions of pedagogy. Perhaps the most crucial act for myself is constantly being in touch with my beliefs about pedagogy, understanding that as I evolve in my experience and educative journey, my ideas of pedagogy and adherence to its various and often differing tenets. 
阅读本文时，我不断尝试确定我对教育学的定义。我不一定认为这是这篇文章的主要目标。相反，其目的是提出历史和现代教育学的各种定义，并描述基于不同理论基础和教育学概念的丰富课堂实例。也许对我自己来说最重要的行为是不断接触我对教育学的信念，了解随着我在经验和教育旅程中的发展，我对教育学的想法以及对其各种且常常不同的原则的坚持。

The chapter about different learning theories highlights the Behaviorist, Humanist, Cognitive, Social Cognitive, and Constructivist points of view. Behaviorists work under the assumption that learning is an observable process and outside factors such as the environment play a significant role. A humanist will focus on human processes, potentialities, and human nature, focusing less on the external and instead drawing from within. A cognitivist approach is almost self-explanatory, interested in how the cognitive mind makes sense of external factors.  The social cognitive approach greatly emphasizes the environment in which a learner is situated and their interaction with the environment in which they are placed. Lastly, a constructivist approach draws upon both internal and external factors, considering the individual mental processes occurring and the importance of social interaction in constructing meaning (Meriam, Caffarella, & Baumgartner (2007). 
关于不同学习理论的章节重点介绍了行为主义、人文主义、认知主义、社会认知主义和建构主义的观点。行为主义者的假设是学习是一个可观察的过程，环境等外部因素起着重要作用。人文主义者将关注人类的过程、潜力和人性，较少关注外部，而是从内部汲取灵感。认知主义方法几乎是不言自明的，它对认知思维如何理解外部因素感兴趣。社会认知方法非常强调学习者所处的环境以及他们与所处环境的互动。最后，建构主义方法利用内部和外部因素，考虑个体心理过程的发生以及社会互动在构建意义中的重要性（Meriam、Caffarella 和 Baumgartner（2007））。

Moving forward, knowing which Learning Theory or Theories I subscribe to will be vital.  At the moment, I see myself as most firmly aligned with constructivist theory. 
展望未来，了解我赞同哪种学习理论将至关重要。目前，我认为自己最坚定地支持建构主义理论。

Good Teaching in Difficult Times
困难时期的良好教学

This article discusses teacher burnout and what the author terms as demoralization.  In recent years, teacher burnout has been used more frequently to describe educators who leave the profession early.  The author makes what I find to be an essential distinction between burnout and demoralization. The author describes burnout as when teachers are viewed as "running out of steam" or depleted of the necessary energies and/or desires to move forward or continue in the field. In contrast, demoralization is described as when previously strong and successful educators cannot access the moral rewards of practice due to the increasing demands, budget constraints, bureaucracy, and pressures and strains of federal and state accountability measures.  These virtually insurmountable factors seemingly suck the enjoyment from the practice of teaching, leading an educator to leave the field, perhaps prematurely. 
本文讨论了老师的倦怠以及作者所说的沮丧。近年来，教师倦怠被更频繁地用来描述早期离开该行业的教育者。作者使我发现倦怠与沮丧之间是一个基本的区别。作者将倦怠描述为当教师被视为“蒸汽耗尽”或耗尽必要的能量和/或渴望向前或继续在现场继续前进或继续进行的欲望时的倦怠。相反，由于需求不断增长，预算限制，官僚机构以及联邦和州问责制的压力和压力，因此士气低落是在以前强大而成功的教育者无法获得实践的道德回报时被描述。这些几乎无法克服的因素似乎从教学的实践中吸引了享受，导致教育者可能过早离开该领域。

Within the past three to five years, I have questioned my stamina to continue in the field.  Increased demands and pressures have often led me to question  my "why."  I have also looked into pursuing career options in other fields.  I can relate to the vignette of the teacher who was on a successful team and found herself in doubt as the vice of expectation and results tightened.  I am curious if any other fellow educators in the course have felt the same. 
在过去的三到五年里，我质疑自己是否有能力继续在这个领域工作。不断增加的要求和压力经常让我质疑我的“为什么”。我还考虑过在其他领域寻求职业选择。我能体会到一位老师的经历，她曾在一个成功的团队中工作，但随着期望和结果的收紧，她发现自己陷入了怀疑。我很好奇课程中的其他教育工作者是否也有同样的感受。

Week 2:  第 2 周：

Conceptualizing and Defining Pedagogy:
概念化和定义教育学：

The teacher is the thinker and controller of what and how students learn, while students‟ role is to memorise information (Brown, 2003).
教师是学生学习内容和学习方式的思考者和控制者，而学生的角色是记忆信息（Brown，2003）。

In addition to exploring the various dimensions of pedagogy, this article also delves into the transformation of the teacher's role. The concept of pedagogy has evolved over different historical periods. Shah mentions the shift in educational models from "teacher-centered" to "student-centered" approaches in teaching practice. The focus of education has gradually moved toward increased student participation. Teachers’ instructional activities now need to pay more attention to students' interests and individualized thinking.
除了探讨教育学的各个维度外，本文还深入探讨了教师角色的转变。教育学的概念在不同的历史时期不断演变。沙阿提到了教学实践中教育模式从“以教师为中心”向“以学生为中心”的转变。教育的重点逐渐转向提高学生的参与度。现在教师的教学活动需要更加关注学生的兴趣和个性化思维。

As someone who has experienced both the "teacher-centered" approach as a student and the "student-centered" approach as a teacher, I align with Shah's perspective. Teachers should guide students in their learning while continually engaging in self-reflection. It is essential for educators to pay closer attention to students' needs and ensure that their teaching adapts to the evolving pace of education and societal development.
作为一个经历过“以教师为中心”的学生和“以学生为中心”的教师，我同意沙阿的观点。教师应引导学生学习，同时不断进行自我反思。教育工作者必须更加关注学生的需求，确保他们的教学适应教育和社会发展的不断变化的步伐。

Good Teaching in Difficult Times：
困难时期的良好教学：

“If high-stakes account- ability renders the moral rewards of the profession inaccessible, it is likely that strong teachers will find little to sustain them in the pursuit of good work.”（p. 18）
“如果高风险的责任导致职业道德回报难以获得，那么优秀的教师很可能会发现没有什么可以支撑他们追求良好的工作。” （ p. 18 ）

Santoro introduces the idea of “good work,” which she describes as teaching that is not only meaningful and ethical but also aimed at supporting students' intellectual and personal growth. Drawing from the ideas of philosopher Howard Gardner and other scholars, she defines “good work” as teaching that goes beyond simply following standardized rules and procedures. It’s about aligning teaching with a teacher’s core values and the true purpose of education. Santoro argues that teachers who strive to do “good work” face growing challenges in today’s education system, especially as educational policies increasingly prioritize efficiency and measurable outcomes over the holistic development of students. These policies often ignore the deeper, more meaningful aspects of teaching, making it harder for educators to engage in work that truly resonates with their values and aspirations.
桑托罗引入了“好工作”的理念，她将其描述为不仅有意义且符合道德的教学，而且旨在支持学生的智力和个人成长。她借鉴哲学家霍华德·加德纳和其他学者的思想，将“好作品”定义为超越简单遵循标准化规则和程序的教学。这是关于使教学与教师的核心价值观和教育的真正目的保持一致。桑托罗认为，努力做好工作的教师在当今的教育体系中面临着越来越大的挑战，特别是在教育政策越来越将效率和可衡量的成果置于学生整体发展之上的情况下。这些政策往往忽视了教学中更深层、更有意义的方面，使教育工作者更难从事真正与其价值观和愿望产生共鸣的工作。

From a teacher's perspective, if high-stakes accountability undermines the moral rewards of the profession, it becomes increasingly difficult to find motivation in the pursuit of meaningful work. As teachers, we not only hope to see our students grow and succeed but also expect our work to reflect our personal values and the true purpose of education. However, when policies overly focus on standardized results and external assessments, sidelining the deeper goals of education, we may feel that our professional judgment and educational ideals are marginalized. This can ultimately lead to emotional detachment and burnout.
从教师的角度来看，如果高风险的责任损害了职业的道德回报，那么就变得越来越难以找到追求有意义的工作的动力。作为教师，我们不仅希望看到学生成长和成功，也希望我们的工作能够体现我们的个人价值观和教育的真正目的。然而，当政策过度关注标准化结果和外部评估，而忽视了更深层次的教育目标时，我们可能会觉得我们的专业判断和教育理想被边缘化。这最终会导致情感脱离和倦怠。

Conceptualizing and Defining Pedagogies
概念化和定义教学法

"Pedagogy is concerned with out immediate image of the teaching situation. It is live processing developed in a practical and idiosyncratic situation. Didactic goals can be written down, but pedagogical experience cannot be easily theorised, owning to its unique interactive aspects. Though action research and reflection reveals the existence of basic principles underlying practical classroom experience, no matter what rules might be inferred, pedagogy still remains an adventure" (Tochon & Munby, 1993, as cited in Shah, 2021, p. 11). 
“教育学关注的是教学情境的直接形象。它是在实际和特殊情境中发展起来的实时处理。教学目标可以写下来，但由于其独特的互动方面，教学经验不能轻易地理论化。虽然行动研究反思揭示了实际课堂经验背后的基本原则的存在，无论推断出什么规则，教学法仍然是一场冒险”（Tochon & Munby，1993，引自沙阿，2021 年，第 11 页）。

This article focused on defining and analyzing the idea of "pedagogy". Shah (2021) first touches on the history of the word. The article's deep dive into how the word pedagogy was formed from Greek and Latin usage was illuminating about the way that pedagogy and education in general have evolved. I think as someone who already had a general understanding of the definition of the word "pedagogy", this deep dive was essential to reframing my understanding of the word. The idea that a pedagogue started off as a slave, but they were also someone extremely trusted with the moral education of high ranking children offers almost comically enlightening comparisons to modern ideas of educators. However, Shah (2021) did also assume that someone reading their article would have a foundational understanding of the term pedagogy before the article began, so that could lead to misunderstandings for other readers. Following the examination of the origin of 'pedagogy', Shah (2021) took a long, winding trip through the many evolutions of the word and the endless factors affecting the changes until arriving on the modern definition. The author then spent time comparing and contrasting behaviorist and constructivist theories as well as Teacher Centered Teaching (TCT) and Learner Centered Teaching (LCT). In these sections emerged interesting assumptions and juxtapositions about two essential theories about modern pedagogy. 
本文重点对“教育学”这一概念进行界定和分析。 Shah（2021）首先触及了这个词的历史。这篇文章深入探讨了“教育学”一词如何从希腊语和拉丁语用法中形成，阐明了教育学和教育的总体演变方式。我认为，作为一个已经对“教育学”这个词的定义有大致了解的人，这种深入的探讨对于重新构建我对这个词的理解至关重要。教育家最初是奴隶，但他们也是高度信任的对高级儿童进行道德教育的人，这种想法与现代教育家的想法几乎是滑稽且具有启发性的比较。然而，Shah（2021）也确实假设阅读他们文章的人在文章开始之前会对“教育学”一词有基本的理解，因此这可能会导致其他读者的误解。在考察了“教育学”的起源之后，Shah（2021）经历了漫长而曲折的旅程，经历了这个词的许多演变和影响变化的无数因素，直到得出现代定义。然后，作者花时间比较和对比行为主义和建构主义理论以及以教师为中心的教学（TCT）和以学习者为中心的教学（LCT）。在这些部分中出现了关于现代教育学的两种基本理论的有趣假设和并置。

Shah (2021) made an interesting choice when choosing to set TCT/Behaviorist Learning Theory Practices at odds against LCT/Constructivist Learning Theory Practices as if they are two polar opposite styles of teaching and not interconnected practices. Shah (2021) reflects on previous scholars' works:
Shah（2021）在选择将 TCT/行为主义学习理论实践与 LCT/建构主义学习理论实践相悖时做出了一个有趣的选择，就好像它们是两种截然相反的教学风格，而不是相互关联的实践。 Shah（2021）回顾了之前学者的著作：

Liu et al., (2006) and Hattie and Zierer (2018) indicate that the assumption in these models is that students are passive, and teachers are required to look for incentives so that students react to stimuli and learning happens. However, in their study of life in Botswana classrooms, Fuller and Snyder (1991) argue that although Botswana classrooms were predominantly teacher-centered, pupils were not always passive and silent. Teachers may try to motivate their pupils and encourage their participation even if that means they depend on asking factual questions. (p. 18)
Liu et al., (2006) 以及 Hattie 和 Zierer (2018) 指出，这些模型的假设是学生是被动的，教师需要寻找激励措施，以便学生对刺激做出反应并发生学习。然而，在对博茨瓦纳课堂生活的研究中，富勒和斯奈德（1991）认为，尽管博茨瓦纳的课堂主要以教师为中心，但学生并不总是被动和沉默的。教师可能会尝试激励学生并鼓励他们参与，即使这意味着他们依赖于提出事实性问题。 （第 18 页）

Shah's (2021) insinuation here is that even if TCT practices do encourage participation from students, they are still hitting on the lowest forms of Blooms' Taxonomy with Memorization and Recall. Then when discussing LCT strategies, Shah (2021) cites: 
Shah（2021）在这里暗示，即使 TCT 实践确实鼓励学生参与，但他们仍然在触及布鲁姆斯分类法的最低形式，包括记忆和回忆。然后，在讨论 LCT 策略时，Shah (2021) 引用了：

Westbook et al., (2013) indicate that teachers are expected to share the same language and culture of their students, accept a more democratic and less authoritative role, and be skilled to organize effective group work and tasks and to provide skillful supported instruction when needed. (p. 22)
Westbook 等人（2013）指出，教师应该与学生分享相同的语言和文化，接受更民主、更少权威的角色，并能够熟练地组织有效的小组工作和任务，并在以下情况下提供熟练的支持性指导：需要。 （第 22 页）

After working with educators to develop their teaching skills for the past year and a half as an instructional coach, I can stand firmly when I say that good teaching takes both TCT and LCT practices. For one, teachers have to start from where they know in order to develop the confidence to try something new - just like students. If we hope for them to develop the "be skilled to organize" (Shah. 2021, p. 22), they will need to begin being more TCT in order to make those practices happen. Then, only through experimenting, messing up, adjusting the formula, and trying again will teachers master those skills. Additionally, the fast changing world that we live in where five different generations, for the first time, teach side by side within schools around the nation and world, the need for LCT teachers to have the same "culture" as their students is next to impossible. We have very successful educators who teach in culture completely different from theirs by moving continents, but also have Baby Boomers and Generation X educators educating Generation Alpha everyday. Students today are sitting at a huge advantage today as they will come into contact with teachers from Baby Boomer to Generation Z while attending K-12 schooling. The wealth of knowledge and experiences has never been more accessible to them, and they will benefit more from having these cultural opportunities than previous generations had. 
作为一名教学教练，在过去一年半的时间里，我与教育工作者一起提高了他们的教学技能，我可以坚定地说，良好的教学需要 TCT 和 LCT 实践。首先，教师必须从他们知道的地方开始，才能培养尝试新事物的信心——就像学生一样。如果我们希望他们培养“善于组织”（Shah. 2021，第 22 页），他们将需要开始变得更加 TCT 才能实现这些实践。然后，只有通过实验、搞乱、调整公式并再次尝试，教师才能掌握这些技能。此外，我们生活在一个快速变化的世界，五个不同的世代第一次在全国和世界各地的学校里并肩教学，LCT 教师需要与学生拥有相同的“文化”。不可能的。我们有非常成功的教育工作者，他们通过移动大陆以完全不同的文化进行教学，但也有婴儿潮一代和 X 一代教育工作者每天教育阿尔法一代。今天的学生拥有巨大的优势，因为他们在参加 K-12 学校教育时将接触到从婴儿潮一代到 Z 世代的老师。他们从未如此容易地获得丰富的知识和经验，而且他们将比前几代人从这些文化机会中受益更多。

Overall, my opinion is that I do agree with the Shah (2021) when they cite that teaching is an art and a science. There are certain pedagogical elements that have work and continue to be essential to the education of youth such as infusing moral dilemmas, effective classroom management, and knowledge of various learning styles. Additionally, teaching is an art full of stylistic choices that the artist makes for themselves as well as their audience. Shah's (2021) choices to use juxtaposition rather than parallelism to examine pedagogy negates the beauty and importance of the work. 
总的来说，我的观点是我确实同意 Shah（2021）的观点，他们认为教学是一门艺术和一门科学。某些教学要素对青少年教育仍然发挥着作用，并且仍然至关重要，例如注入道德困境、有效的课堂管理以及各种学习方式的知识。此外，教学是一门充满风格选择的艺术，艺术家为自己和观众做出选择。 Shah（2021）选择使用并置而不是平行来检验教学法，这否定了作品的美感和重要性。

Good Teaching in Difficult Times
困难时期的良好教学

"Burnout depoliticizes a problem that is more than just personal; demoralization reflects a fundamental  alteration of the practice of teaching" (Santoro, 2011, p. 17). 
“倦怠使一个不仅仅是个人问题的问题去政治化；士气低落反映了教学实践的根本改变”（Santoro，2011，第17页）。

This article focuses on the differences between burnout and demoralization. Primarily Santoro (2011) focuses on career educators who have found the "good of teaching" but still chose to leave the profession. Santoro (2011) defines burnout as "where individual teachers' personal resources cannot meet the challenge of the difficulties presented by the work" (p.1). In turn, demoralization is defined as "conditions of teaching change so dramatically that moral rewards, previously available in ever-challenging work, are now inaccessible" (Santoro, 2011, p. 1). Overall, the distinction of these two circumstances for career educators leaving the classroom are important and valid distinctions. These problems have only continued to increase since this article was written. However, I think it is important to note that Santoro (2011) has overlooked a few factors for both burnout and demoralization with their assumptions. 
本文重点讨论倦怠和士气低落之间的区别。 Santoro（2011）主要关注那些发现了“教学的好处”但仍然选择离开这个职业的职业教育工作者。 Santoro (2011) 将倦怠定义为“个别教师的个人资源无法应对工作所带来的困难的挑战”(p.1)。反过来，士气低落被定义为“教学条件发生如此巨大的变化，以至于以前在充满挑战性的工作中可以获得的道德奖励现在变得难以获得”（Santoro，2011，p.1）。总体而言，这两种情况的区别对于离开课堂的职业教育者来说是重要且有效的区别。自本文撰写以来，这些问题一直在不断增加。然而，我认为值得注意的是，桑托罗（Santoro，2011）的假设忽略了一些导致倦怠和士气低落的因素。

Santoro (2011) is assuming that burnout is only the lack of personal, mental health resources within the individual educator. While there are essential mental health practices that all educators need to implement in order to maintain their stamina, there are also factors at play that never allow those mental health resources to manifest. We are seeing growing issues with lack of support for new and career teachers coming into the classroom to help shape them into long-term educators. Sometimes, it is not that the educators lack the resources within themselves, but they lack the general knowledge of what is expected of teachers in order to know when to implement those resources until it is too late. The lack of support to help educators fully understand the demands and nuisances of the profession also lead to burnout before the mental health resources even have a chance to kick in. Additionally, Santoro (2011) is also assuming that demoralization comes primarily from policy and legislation at the state and federal level. The article focuses on education policies such as No Child Left Behind and standardized testing as a reason why teachers become demoralized. However, in the example of Stephanie, she also cites district level issues with the interpretation of implementing state and federal mandates. Often times, it is the way one district versus another handles those implementations that leads to quicker demoralization for some. However, I think the biggest factor that has lead to demoralization for myself and most teachers I know is lack of community and parental support. When reading the previous article about the Greek and Roman trust in their pedagogues to teach morals to their children despite being slaves owned by the family, I was disheartened. These people had more trust in someone who had no rights than community and parents do now of our educators. The lack of support from others who are helping educator their children alongside the teachers is the most demoralizing of all. Without addressing all the factors, fixing mental health stamina or state and federal mandates will only be a band aid for the teaching crisis. 
Santoro（2011）假设职业倦怠只是个体教育者缺乏个人心理健康资源。虽然所有教育工作者都需要实施一些基本的心理健康实践来保持他们的耐力，但也有一些因素在起作用，永远不允许这些心理健康资源显现出来。我们看到越来越多的问题，即缺乏对进入课堂的新教师和职业教师的支持来帮助他们成为长期教育工作者。有时，并不是教育工作者缺乏自身资源，而是他们缺乏对教师期望的一般知识，无法知道何时实施这些资源，直到为时已晚。缺乏支持来帮助教育工作者充分了解该职业的需求和麻烦，也会导致在心理健康资源有机会发挥作用之前就出现倦怠。此外，Santoro（2011）还假设士气低落主要来自政策和立法在州和联邦层面。文章重点讨论了“不让一个孩子掉队”和标准化考试等教育政策，作为教师士气低落的原因。然而，在斯蒂芬妮的例子中，她还引用了地区一级的问题以及对执行州和联邦任务的解释。很多时候，一个地区与另一个地区处理这些实施的方式会导致一些人更快地士气低落。然而，我认为导致我自己和我认识的大多数老师士气低落的最大因素是缺乏社区和家长的支持。当读到上一篇关于希腊和罗马人相信他们的教育家能够向他们的孩子传授道德的文章时，尽管他们是家庭的奴隶，我感到沮丧。 这些人对没有权利的人的信任比现在社区和家长对我们教育工作者的信任还要多。最令人沮丧的是，缺乏与老师一起帮助教育孩子的其他人的支持。如果不解决所有因素，解决心理健康耐力问题或州和联邦的规定只能是缓解教学危机的创可贴。

Conceptualizing and Defining Pedagogies 
概念化和定义教学法

"Pedagogy is not a mere matter of teaching technique. It is a purposive cultural intervention in individual human development which is deeply saturated with the values and history of the society and community in which it is located." (p. 13) 
“教育学不仅仅是教学技术的问题。它是对人类个体发展的有目的的文化干预，深深地渗透着其所在社会和社区的价值观和历史。” （第 13 页）

The central concept of pedagogy creates and understands the idea of culture, historical, and social contexts. This not only helps to shape educational methods, but it reflects that broader concept of ideas circulated around education while also building human relationships and important societal values.  Pedagogy is multidimensional, it is pertinent that the learner and the teacher interplay contexts of teaching and learning methods. Alexanders understanding of pedagogy is crucial in connecting teaching practices and those earlier mentioned values and relationships. One of the second most important ideas that I was able to draw out of the reading, is that the traditional teaching methods are not the only way of learning; learner-centered methods grow student mentality by focusing on student agency, critical skills like deeper thinking, and student conversation in the classroom. These are important concepts that foster student and teacher growth, because of the constant changes that are possible with pedagogy. 
教育学的核心概念创造并理解文化、历史和社会背景的概念。这不仅有助于塑造教育方法，而且反映了围绕教育传播的更广泛的思想概念，同时也建立了人际关系和重要的社会价值观。教育学是多维的，学习者和教师在教学和学习方法的背景下相互作用是相关的。亚历山大对教育学的理解对于将教学实践与前面提到的价值观和关系联系起来至关重要。我从阅读中得出的第二个最重要的想法之一是，传统的教学方法并不是唯一的学习方式；以学习者为中心的方法通过关注学生的能动性、深入思考等关键技能以及学生在课堂上的对话来培养学生的心态。由于教学法可能不断发生变化，这些都是促进学生和教师成长的重要概念。

Good Teaching in Difficult Times: 
困难时期的良好教学：

"Demoralization is better understood as a process of continually being frustrated in one’s pursuit of good teaching. In the process of demoralization, moral rewards are elusive in a practice that had previously afforded access to the satisfaction of doing good work." (p. 17) 
“士气低落可以更好地理解为一个人在追求良好教学过程中不断受挫的过程。在士气低落的过程中，道德奖励在以前提供良好工作满足感的实践中变得难以捉摸。” （第 17 页）

This brings forth the direct connection between burnout in education and demoralization that is truly the systemic issue that teachers face daily, and that goes highly not talked about. This is an issue that does not allow for teachers to fulfill their ethical goals, their moral goals, and their educational goals for themselves and their classroom teaching. These are issues that arise when changes in policy and educational practices are implemented into schools. The obvious difference between burnout and demoralization are as follows
这就提出了教育倦怠和士气低落之间的直接联系，这确实是教师每天面临的系统性问题，但很少被提及。这是一个不允许教师为自己和课堂教学实现其伦理目标、道德目标、教育目标的问题。这些是学校实施政策和教育实践变化时出现的问题。倦怠和士气低落的明显区别如下

Burnout: exhaustion that occurs in an individual that brings shortcomings with it and can even be seen in over extension 
倦怠：个体发生的疲惫，带来缺点，甚至可以在过度伸展中看到

Demoralization: occurs when teachers can establish or create awards due to systemic constraints. Teachers who enjoy letting students learn, and applauding them in learning create meaningful connections. These are not obtainable when demoralization is occurring. 
士气低落：当教师由于系统限制而无法设立或设立奖项时，就会发生这种情况。喜欢让学生学习并在学习中为他们鼓掌的老师会建立有意义的联系。当士气低落时，这些是无法获得的。

Teachers need the ability to have policies in place that create safe spaces and places for students to learn and grow as they are expected to. This will build the knowledge that systemic changes are the problem, instead of individualized teachers taking the brunt of it. 
教师需要有能力制定政策，为学生创造安全的空间和场所，让他们按照预期学习和成长。这将使人们认识到系统性变革才是问题所在，而不是个别教师首当其冲。

Conceptualizing and Defining Pedagogy:
概念化和定义教育学：

‘Thus, pedagogy in schools is “not only a sustained process of instruction whereby people acquire particular knowledge, skills and values, but also [as] a ‘cultural relay: a uniquely human device for both the reproduction and the production of culture” (Watkins, et.al., 2015, p.4 drawing on Bernstein, 2003).’
“因此，学校教育学“不仅是人们获得特定知识、技能和价值观的持续教学过程，而且是‘文化中继：人类独特的文化复制和生产手段’” Watkins 等人，2015 年，第 4 页，借鉴 Bernstein，2003 年）。

This article was an interesting exploration of the history and etymology of the word. I chose this quote in particular because of the use of pedagogy as cultural transmission and not just the transmission of knowledge and skills within an educational setting. Though it seems as though the true definition is abstract and not truly determined in the article, I enjoyed the history part. It is intriguing to know that pedagogue is rooted in slavery during Ancient Greece. At the same time as being slaves, they were set to be moral guides with some authority placed over the child placed in their charge. The main section that I felt to be beneficial was the exploration of the Learner Centered Teaching models. Though I can see where Teacher Centered Teaching in its more authoritative and directive approach has benefits in certain situations. I realized that my approach tends to be more democratic and reflects what Sternberg was discussing about harmony with students’ culture. 
这篇文章对这个词的历史和词源进行了有趣的探索。我之所以选择这句话，是因为将教育学用作文化传播，而不仅仅是在教育环境中传播知识和技能。尽管真正的定义似乎很抽象，并且在文章中没有真正确定，但我很喜欢历史部分。有趣的是，教育家植根于古希腊时期的奴隶制。作为奴隶的同时，他们也被设定为道德指导者，对他们所照顾的孩子拥有一定的权威。我觉得有益的主要部分是对以学习者为中心的教学模式的探索。尽管我可以看到以教师为中心的教学以其更具权威性和指导性的方法在某些情况下有好处。我意识到我的方法往往更加民主，反映了斯滕伯格关于与学生文化和谐的讨论。

Good Teaching in Difficult Times:
困难时期的良好教学：

“…the possibility that teachers know what it would take to engage in good teaching but are prevented from enacting good teaching by the constraints of pedagogical policy.”
“……教师可能知道如何才能进行良好的教学，但由于教学政策的限制而无法实施良好的教学。”

The quote I pulled from the article was a powerful reminder of the Shah article when it explored the history of pedagogues and the complex origin of educational roles. There is a parallel between the ancient pedagogues in their roles operated within the confines of servitude and the modern educator that is often tasked with transformative work while constrained by systemic limitations. It appears to be a balance of autonomy and institutional mandates. I found myself going back to the Shah article when exploring what good teaching means. It is obvious that good teaching is rooted in community beyond the individual teacher. The moral rewards stem from shared tradition, collective goals and mutual support. I tend to agree with how burnout and demoralization are distinct from each other and are a product of differing factors.
我从这篇文章中引用的内容有力地提醒了沙阿的文章，它探讨了教育者的历史和教育角色的复杂起源。古代教育家的角色是在奴役的范围内运作，而现代教育家往往肩负着变革性的工作，同时受到系统性限制。这似乎是自治和机构授权之间的平衡。在探索良好教学的含义时，我发现自己又回到了沙阿的文章。显然，良好的教学植根于社区，而不是单个教师。道德奖励源于共同的传统、集体目标和相互支持。我倾向于同意倦怠和士气低落是截然不同的，并且是不同因素的产物。

Conceptualizing and Defining Pedagogy:
概念化和定义教育学：

Definitions of pedagogy are offered from time to time. A common example is 'the science of teaching'. However, the brevity of this phrase may create its own difficulty, since such a definition depends on the Reader's assumptions about 'science' and their conceptions of 'teaching' (Shah & Campus, 2021, p.19).
教育学的定义有时会被提供。一个常见的例子是“教学科学”。然而，这个短语的简洁性可能会产生其自身的困难，因为这样的定义取决于读者对“科学”的假设以及他们对“教学”的概念（ Shah＆Campus，2021，第19页）。

This article follows the history of the world 'pedagogy,’ examining how it has evolved and been interpreted differently through cultures, and how it has related to other educational terms such as ‘teacher’. I found that this article was incredibly western-centered and did a disservice to the educational traditions of eastern and indigenous populations. Non-western cultures are merely touched on as examples of environments where LCT, Learner Centered Teaching, is not aligned to community understanding. 
本文追踪世界“教育学”的历史，探讨它如何在不同文化中演变和不同的解释，以及它如何与“教师”等其他教育术语相关。我发现这篇文章极其以西方为中心，损害了东方和土著居民的教育传统。非西方文化只是作为 LCT（以学习者为中心的教学）与社区理解不一致的环境示例而被提及。

I found this article very interesting because I feel like conversations around the professional status of teachers are constantly happening, in both positive and negative tones. In a positive sense, I find many teachers who wish to bridge the gap between instruction and pedagogy, by creating, delivering, and evaluating a deeper level of content within their courses. Within the negative rhetoric, especially at the State level, it is common to hear that teachers are babysitters who read scripted curriculum and are easily interchangeable with any other employee. 
我发现这篇文章非常有趣，因为我觉得围绕教师专业地位的对话不断发生，无论是积极的还是消极的。从积极的意义上讲，我发现许多教师希望通过在课程中创建、交付和评估更深层次的内容来弥合教学和教学法之间的差距。在负面言论中，尤其是在州一级，人们经常听到教师是保姆，他们阅读照本宣科的课程，并且可以轻松地与任何其他员工互换。

Good Teaching in Difficult Times:
困难时期的良好教学：

‘However, it is also clear that the challenges they mention have always been present in teaching and are inherent to the work. Their account does not address those teachers who have negotiated and persevered in high-need environments who now find their work untenable due to pedagogical policy constraints’ (Santoro, 2011, p. 8) 
“然而，很明显，他们提到的挑战一直存在于教学中，并且是工作中固有的。他们的叙述并没有涉及那些在高需求环境中谈判并坚持不懈的教师，他们现在发现自己的工作由于教学政策的限制而难以为继”（Santoro，2011，第 8 页）

I wish we were in class this week to discuss this article! I found it challenging to my own perception of the current educational landscape, but I also felt it was short sighted in several regards. The quote I pulled is reminiscent of a lot of anti-teacher rhetoric I hear which removes accountability from community and family and places the brunt of responsibility for children’s development on schools. I certainly agree with the quote that many teachers are able to overcome social issues that their students face to provide high quality teaching.  However, I strongly disagree that these challenges have always been present in teaching in the same capacity that there are today. The slashing of budget and resources for schools, the effects of the opioid epidemic on families, specifically in our state, and the general anti-intellectual thought process that has becoming a talking point of our state’s governmental leaders have all complicated the issues that have always existed. 
我希望我们这周在课堂上讨论这篇文章！我发现这对我自己对当前教育格局的看法提出了挑战，但我也觉得它在几个方面是短视的。我引用的这句话让人想起我听到的许多反教师言论，这些言论消除了社区和家庭的责任，并将儿童发展的主要责任交给了学校。我当然同意这句话，即许多教师能够克服学生面临的社会问题，提供高质量的教学。然而，我强烈不同意这些挑战在教学中一直存在，就像今天一样。学校预算和资源的削减、阿片类药物流行对家庭（特别是在我们州）的影响，以及已成为我们州政府领导人谈论的话题的普遍反智思维过程，都使一直以来存在的问题变得复杂化。存在。

This article provided wonderful success stories that are predicated on support for teachers. Specifically looking at Stephanie’s story, she was able to become a stronger member of the instructional staff through additional funding and time, not simply through her own hard work. Many districts do not have, or do not prioritize, funding to provide additional opportunities for teachers. The core ideas of this article ring true to me - policies are strangling teacher success and demoralization is a huge contribution to attrition. However, I find the article to be short sighted about the intersections of the evolution of social issues and the changing expectations of parents and teachers as caregivers.  
本文提供了基于对教师支持的精彩成功故事。具体来说，斯蒂芬妮的故事表明，她能够通过额外的资金和时间，而不仅仅是通过自己的努力工作，成为一名更强大的教学人员。许多地区没有或没有优先提供资金来为教师提供额外的机会。这篇文章的核心思想对我来说是正确的——政策正在扼杀教师的成功，而士气低落是造成人员流失的巨大原因。然而，我发现这篇文章对于社会问题的演变与家长和老师作为照顾者不断变化的期望之间的交叉点是短视的。

Week 2:   第 2 周：

Conceptualizing and defining Pedagogy:
概念化和定义教育学：

• “Pedagogy is now treated as a science with the understanding that its ultimate objective, as in the other cases, is not so much to describe or explain but instead to guide the process of teaching and learning” (Shah & Campus, 2021, p.15)
  “教育学现在被视为一门科学，人们认识到，与其他情况一样，其最终目标不是描述或解释，而是指导教学过程”（Shah & Campus，2021，第 12 页）。 15）

This article began by outlining the history of pedagogy and then launched into an analysis of the etymology and definitions of pedagogy. In my opinion, a major pitfall of the article was that it did not land on a solid definition of pedagogy that people could rally around. However, it did do a great job of creating foundations for the ideas of both the pedagogy of teacher-centered teaching and the pedagogy of learner-centered teaching. This was the most informative part of the article in my opinion. I appreciated that the authors did not promote one type of pedagogy as being better than the other but rather highlighted how both can and should have a place in the classroom/educational setting. Personally, when I consider these two approaches, I am reminded of how one approach was emphasized in my master's program while the other was emphasized in my undergraduate program. I believe that one of the current problems in schools is that people in different positions and at different levels of power emphasize different types of pedagogy. This is seen in the second article.
本文首先概述了教育学的历史，然后对教育学的词源和定义进行了分析。在我看来，这篇文章的一个主要缺陷是它没有提供人们可以团结起来的可靠的教育学定义。然而，它确实为以教师为中心的教学法和以学习者为中心的教学法奠定了基础。我认为这是本文中信息最丰富的部分。我很欣赏作者并没有宣扬一种教学法比另一种更好，而是强调了两者如何能够而且应该在课堂/教育环境中占有一席之地。就我个人而言，当我考虑这两种方法时，我想起了在我的硕士课程中如何强调一种方法，而在我的本科课程中如何强调另一种方法。我认为学校当前的问题之一是不同职位、不同权力级别的人强调不同类型的教学法。这在第二篇文章中可以看到。

Good Teaching in Difficult Times:
困难时期的良好教学：

• “What the authors do not account for is the possibility that teachers know what it would take to engage in good teaching but are prevented from enacting good teaching by the constraints of pedagogical policy” (Santoro, 2011, p. 9).
  “作者没有考虑到这样一种可能性：教师知道如何才能进行良好的教学，但由于教学政策的限制而无法实施良好的教学”（Santoro，2011，第 9 页）。

This article was my favorite of the two we read this week. It was encouraging to read about the idea that teachers are not leaving teaching because of burnout but rather because of demoralization. In the article Burnout is characterized by issues within the teacher, whereas demoralization is a systemic problem external to the teacher. After differentiating between the two the authors use the story of one specific teacher to highlight how demoralization leads to teacher attrition rather than burnout leading to it. While reading I found the assertions of the article to be accurate. When I think of my 5 friends who graduated with teaching degrees in 2020 only 2 of them are still teaching in public schools. However, two of us while not teaching are now in education settings outside of schools. To me this shows how the article is accurate, my friend and I still love students and still have jobs that allow us to meet the moral desire of teaching but don’t have to deal with the demoralization of teaching. In my opinion, the article did not have any pitfalls.
这篇文章是本周我们读到的两篇文章中我最喜欢的一篇。读到这样的想法令人鼓舞，即教师不是因为倦怠而是因为士气低落而离开教学。在文章中，职业倦怠的特点是教师内部的问题，而士气低落是教师外部的系统性问题。在区分两者之后，作者用一位特定教师的故事来强调士气低落如何导致教师流失，而不是倦怠导致教师流失。读完之后，我发现这篇文章的论点是准确的。当我想到 2020 年获得教学学位的 5 位朋友时，只有 2 人仍在公立学校任教。然而，我们两个人虽然不教书，但现在在学校以外的教育环境中工作。对我来说，这表明这篇文章是多么准确，我和我的朋友仍然热爱学生，仍然有工作让我们满足教学的道德愿望，但不必处理教学的士气低落。在我看来，这篇文章没有任何缺陷。

• Good Teaching in Difficult Times
  困难时期的良好教学
• "demoralization comes from a teacher's inability to access moral rewards in the practice of teaching" (pg 18). 
  “士气低落来自于教师在教学实践中无法获得道德奖励”（第18页）。
  • This article discusses the difference between "burnout" and "demoralization" in teaching. Santoro argues that while burnout is often blamed on individual failings, demoralization happens when systemic changes in teaching practices strip educators of the moral rewards that keep them teaching. Federal policies like No Child Left Behind (NCLB) are discussed, and the article discusses how standardized testing and mandates undermine teachers' autonomy. The author presents a case study of a teacher, Stephanie, who left the profession after feeling unable to "teach right" due to these conditions. Santoro believes a reevaluation of teaching policies is necessary to save the moral dimensions of the profession. Santoro critiques systemic constraints but could dive deeper into practical recommendations for supporting teachers' moral rewards. The focus is on high-poverty schools but the article might benefit from broader comparisons to other educational settings. I understand Santoro's position on moral rewards. As a middle school math teacher, I see how standardized policies can sometimes clash with the creativity and flexibility needed in the classroom. My constructivist approach fosters a learner-centered environment where students can actively engage with concepts through discovery and discussion. However, I also recognize the value of teacher-led instruction, when introducing foundational concepts or addressing specific misconceptions. Balancing these methods under restrictive policies can be challenging, but it is essential to maintain the integrity and joy of teaching. Santoro’s discussion on preserving moral rewards connects, as I believe teachers need autonomy to adapt their strategies to meet the diverse needs of students.
    本文讨论教学中“倦怠”与“士气低落”的区别。桑托罗认为，虽然倦怠常常被归咎于个人失败，但当教学实践的系统性变化剥夺了教育工作者维持教学的道德奖励时，士气低落就会发生。本文讨论了“不让一个孩子掉队”(NCLB) 等联邦政策，并讨论了标准化测试和强制规定如何损害教师的自主权。作者提供了一位教师斯蒂芬妮的案例研究，她因这些条件而感到无法“正确教学”，因此离开了这个职业。桑托罗认为，为了挽救职业道德，有必要重新评估教学政策。桑托罗批评了系统性限制，但可以更深入地提出支持教师道德奖励的实际建议。重点是高度贫困的学校，但本文可能会受益于与其他教育环境的更广泛的比较。我理解桑托罗关于道德奖励的立场。作为一名中学数学老师，我看到标准化政策有时会与课堂所需的创造力和灵活性发生冲突。我的建构主义方法营造了一个以学习者为中心的环境，学生可以通过发现和讨论积极参与概念。然而，在介绍基本概念或解决特定误解时，我也认识到教师主导教学的价值。在限制性政策下平衡这些方法可能具有挑战性，但保持教学的完整性和乐趣至关重要。桑托罗关于维护道德奖励的讨论是有联系的，因为我相信教师需要自主权来调整策略以满足学生的不同需求。

• Conceptualizing and Defining Pedagogy
  概念化和定义教育学
• "It is very difficult to mention a single definition of the pedagogy. Different scholars defined pedagogy from their own as perspectives. Because their background of the study is different, At the same time, their sociocultural and family background is also different" (pg 63). 
  “很难对教育学提出一个单一的定义。不同的学者从自己的角度来定义教育学。因为他们的研究背景不同，同时他们的社会文化和家庭背景也不同”（第63页） ）。
  • Shah examines the evolution of pedagogy, discussing its etymology and development as both an art and a science. The article compares traditional teacher-centered approaches with modern learner-centered paradigms, emphasizing the cultural and sociopolitical contexts that influence these pedagogical practices. Shah critiques the technicist approach for prioritizing measurable outcomes over holistic education. Although the article offers an overview of pedagogical paradigms, it could benefit from more practical examples of how these theories are implemented in modern classrooms. The critique of the technicist approaches is valid but would be stronger with concrete alternatives for measurable and qualitative educational goals. This article supports my belief in the importance of learner-centered pedagogy. In my math classroom, I strive to create an environment where students actively construct their understanding of concepts through guided exploration, collaborative problem-solving, and discussions. At the same time, I value teacher-led notes to provide structure, introduce complex ideas, and model effective problem-solving strategies. While I believe in the importance of measurable learning outcomes, I agree with Shah that these should not overshadow the holistic development of students. To me, pedagogy is about empowering students to connect their learning to real-world applications while fostering a genuine curiosity for mathematics.
    沙阿审视了教育学的演变，讨论了它的词源以及作为一门艺术和一门科学的发展。本文将传统的以教师为中心的方法与现代以学习者为中心的范式进行了比较，强调了影响这些教学实践的文化和社会政治背景。沙阿批评了技术专家将可衡量的成果置于整体教育之上的方法。尽管本文概述了教学范式，但它可以从更多关于如何在现代课堂中实施这些理论的实际例子中受益。对技术专家方法的批评是有效的，但如果有可衡量和定性教育目标的具体替代方案，批评会更强烈。这篇文章支持了我对以学习者为中心的教学法重要性的信念。在我的数学课堂上，我努力创造一个环境，让学生通过引导探索、协作解决问题和讨论来积极构建对概念的理解。同时，我重视教师主导的笔记，以提供结构、引入复杂的想法并模拟有效的问题解决策略。虽然我相信可衡量的学习成果的重要性，但我同意沙阿的观点，即这些成果不应掩盖学生的全面发展。对我来说，教学法就是让学生能够将他们的学习与现实世界的应用联系起来，同时培养对数学真正的好奇心。

• Learning Theories   学习理论
• "Learning is a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and worldviews."
  “学习是一个将认知、情感和环境影响和经验结合在一起的过程，以获取、增强或改变一个人的知识、技能、价值观和世界观。”
  • This chapter discusses five key learning orientations: behaviorism, humanism, cognitivism, social cognitive theory, and constructivism. Each theory has unique assumptions about how learning occurs and its implications for education. Behaviorism focuses on observable behavior and environmental reinforcement, while humanism emphasizes intrinsic motivation and self-actualization. Cognitivism examines mental processes, social cognitive theory highlights learning in social contexts, and constructivism posits that learners construct knowledge through experiences. The chapter provides a broad overview but may overwhelm readers with the theories and terminologies. Providing more practical applications for each theory in adult learning contexts could broaden the article's reach. Also, integrating interdisciplinary perspectives could deepen the discussion. My teaching philosophy aligns most closely with the constructivist orientation discussed in the chapter. I believe learning is most effective when students actively construct their understanding, particularly in a collaborative setting. In my math classroom, I encourage students to explore patterns, develop problem-solving strategies, and share their reasoning with peers. However, I also use teacher-led instruction. By blending structured guidance with opportunities for exploration, I aim to address diverse learning styles and empower students to take ownership of their learning. This chapter reinforces my commitment to balancing these approaches, integrating cognitive, emotional, and environmental factors into a dynamic and engaging classroom experience.
    本章讨论了五个关键的学习方向：行为主义、人文主义、认知主义、社会认知理论和建构主义。每种理论对于学习如何发生及其对教育的影响都有独特的假设。行为主义注重可观察的行为和环境强化，而人文主义则强调内在动机和自我实现。认知主义研究心理过程，社会认知理论强调社会背景下的学习，而建构主义则认为学习者通过经验构建知识。本章提供了广泛的概述，但理论和术语可能会让读者不知所措。为每种理论在成人学习环境中提供更多的实际应用可以扩大文章的范围。此外，整合跨学科观点可以加深讨论。我的教学理念与本章讨论的建构主义方向最为一致。我相信，当学生积极构建自己的理解时，尤其是在协作环境中，学习是最有效的。在我的数学课堂上，我鼓励学生探索模式，制定解决问题的策略，并与同学分享他们的推理。不过，我也使用老师指导的教学方式。通过将结构化指导与探索机会相结合，我的目标是解决多样化的学习方式并赋予学生自主学习的能力。本章强化了我对平衡这些方法的承诺，将认知、情感和环境因素整合到动态且引人入胜的课堂体验中。