用心讲师的经验反思:探索在高等教育中加强主动学习

IF 2.5 Q1 Social Sciences
M. Mantzios, H. Egan
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引用次数: 5

摘要

正念的实践被描述为一种意识,通过在当下有目的地关注而产生,而不是评判(Kabat Zinn,1990)。练习通常需要通过冥想来进行注意力训练。正念冥想包括通过关注呼吸来积极观察当下,每时每刻,而不给出现的感觉和想法增加任何意义。这一过程有助于人们观察当前不断发展的信息流,并系统地培养接受(而不是判断)所遇到的经历的能力。正念冥想练习已被证明可以带来其他多层次的间接好处,如同情、自我同情和平静,这些都是高级正念练习的一部分(Kabat Zinn,2003;Grossman和Van Dam,2011年)。有趣的是,尽管在高等教育背景下已经探索了正念的好处,并报道了学生群体在成绩和心理健康方面的改善(例如Bennett,Egan,Cook,&Mantzios,2018),但教师发展和加强教学的潜力尚未被探索。研究人员主要关注学生群体的健康益处(Bowen&Marlatt,2009),而当采取适当的针对特定人群的做法时,在教职员工身上也观察到了类似的益处(Braun,Roesner,Mashburn,&Skinner,2018)。从简单快速的干预(Mantzios&Giannou,2018a,2018b)到更长的正念计划(Beshai,McAlpine,Weare,&Kuyken,2016;Gold等人,2010),在过去十年中,正念实践对健康和幸福的影响是相当大的。然而,在高等教育中,有更细心的老师对学生的教学有任何直接的好处吗?在下一节中,我们提出了一个例子,说明一个有头脑的老师如何在核心讲座和大型学习者群体中加强主动学习。在高等教育环境中,通常的教学实践是在幻灯片之间嵌入更具互动性和吸引力的材料(如视频、多项选择题、不同的场景或案例研究),这些幻灯片包含了精髓和关键
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An experiential reflection of a mindful lecturer: exploring enhancement of active learning in higher education
The practice of mindfulness is described as an awareness that emerges through purposefully paying attention in the present moment, non-judgmentally (Kabat-Zinn, 1990). Practice usually entails attentional training, which is executed through meditation. Mindfulness meditation involves actively observing the present moment by attending to the breath, moment-to-moment, and without adding any meaning to the feelings and thoughts that emerge. This process assists people who observe the constant flow of information unfolding in the present moment and to systematically develop an ability to accept (instead of judge) the experiences that are encountered. Working with mindfulness meditation practices has been shown to lead to other multi-layered indirect benefits, such as compassion, self-compassion, and equanimity, which are parts of advanced mindfulness practice (Kabat-Zinn, 2003; Grossman & Van Dam, 2011). Interestingly, while benefits of mindfulness have been explored within higher education contexts, and improvements in achievement and mental health across student populations have been reported (e.g. Bennett, Egan, Cook, & Mantzios, 2018), the potential for teacher development and enhancement of teaching and learning has not been explored. Researchers have primarily focused on the health benefits within student populations (Bowen & Marlatt, 2009), while similar benefits have been observed in teaching staff when appropriate population-specific practices are put into place (Braun, Roesner, Mashburn, & Skinner, 2018). From simple and quick interventions (Mantzios & Giannou, 2018a, 2018b) to longer mindfulness programs (Beshai, McAlpine, Weare, & Kuyken, 2016; Gold et al., 2010), the evidence of mindfulness practices for health and well-being has been considerable in the past decade. However, are there any direct benefits to teaching and learning of students with more mindful teachers in higher education? In the next section, we put forward one example of how a mindful teacher could enhance active learning during core lectures and big groups of learners. Within higher education settings, the usual teaching practice is to embed more interactive and engaging material (such as videos, multiple-choice questions, different scenarios or case studies) in between the slides that hold the essence and the key
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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