Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Richard Schmidt presents on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai‘i.

/pdf/the-role-of-consciousness-in-second-language-learning-4tc4iwvjpu.pdf

The role of consciousness in second language learning

In undergoing this life, many people always try to do and get the best. New knowledge, experience, lesson, and everything that can improve the life will be done. However, many people sometimes feel confused to get those things. Feeling the limited of experience and sources to be better is one of the lacks to own. However, there is a very simple thing that can be done. This is what your teacher always manoeuvres you to do this one. Yeah, reading is the answer. Reading a book as this teaching by principles an interactive approach to language pedagogy 3rd edition paperback and other references can enrich your life quality. How can it be?

Teaching By Principles An Interactive Approach To Language Pedagogy

How we Think

The Cambridge Guide to Teaching English to Speakers of other Languages , The Cambridge Guide to Teaching English to Speakers of other Languages , کتابخانه مرکزی دانشگاه علوم پزشکی ایران

The Cambridge Guide to Teaching English to Speakers of Other Languages

The learner-centred curriculum

1. The Conceptual Basis of Second Language Teaching and Learning 2. The Empirical Basis of Second Language Teaching and Learning 3. From the Traditional to the Contemporary in Second Language Teaching and Learning 4. Focus on Language 5. Focus on the Learner 6. The Learning Process 7. Listening 8. Speaking 9. Reading 10. Writing

Second Language Teaching & Learning

Series Editors' Preface Preface 1. Introduction 2. Curriculum processes 3. Learner-centred curriculum development 4. Pre-course planning procedures 5. Planning content 6. Methodology 7. Resources for a learner-centred curriculum 8. Assessment and evaluation 9. Evaluation and professional development 10. The teacher as curriculum developer References Appendix Indexes.

The learner-centred curriculum : a study in second language teaching

Over the last 25 years the communicative task has emerged as a significant building block in the development of language curricula and also as an element for motivating process-oriented second language acquisition research. This paper reviews the influence of the communicative task on curriculum development and summarizes the research base for task-based language teaching. In the final part of the paper, an agenda for future research is set out.

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David Nunan

Papers

The Cambridge Guide to Teaching English to Speakers of Other Languages

The learner-centred curriculum

Second Language Teaching & Learning

The learner-centred curriculum : a study in second language teaching

Communicative Tasks and the Language Curriculum