具體描述
'Fans and disciples of Seymour Sarason all know that education reform needs a change in course. Indeed, the daily practices of schools, education research, and US educational policy all need such a change. Neither Professors Glazek and Sarason, nor anyone else, can give yet a complete description of what these changes would involve. But when the change happens, the leaders of the change will all acknowledge their considerable debt to this book. The reason is that the needed change in school classrooms will be very hard to recognize as such unless these leaders are thoroughly familiar with the concept of 'a context of productive learning.' In this book, Glazek and Sarason collaborated on an extraordinarily daunting attempt to create and analyze a context of productive learning in which, simultaneously, Sarason was the student and Glazek the teacher and vice versa. They attempted what must surely be a 'Mt Everest' example of the concept: explanation of Einstein's famous formula, E=mc².áThe result should be of intense interest to a broad audience concerned with the present problems of science education as well as the nature of a context of productive learning.' -Kenneth G. Wilson, H. C. Youngberg Trustees Distinguished Professor Nobel Laureate for Physics, 1982 Department of Physics, The Ohio State University 'By making accessible and intelligible Einstein's theory of relativity, this remarkable book reveals to its readers the power and possibility of their own learning and, in doing so, brilliantly demonstrates the power and necessity of productive learning for everyone.' -Andy Hargreaves, Thomas More Brennan Chair in Education Lynch School of Education, Boston College 'Professors Glazek and Sarason have written a creative and instructive book that will be read for years to come. Drawing upon their backgrounds in physics and psychology, they support EinsteinÆs recommendations as to the importance of the humanities. The authors' purpose is to help readers acquire a substantive grasp of how Einstein accomplished what he did and the implications of this for educational reform. The reader's view of teaching and learning will be forever changed by the authors' insights.' -Dale L. Brubaker, Professor University of North Carolina 'This is an interesting and provocative book, written by a psychologist with several thousands of hours of observation and analysis of classroom teaching in public schools and a physicist. The book starts with a critique of teaching in our schools and explains why educational reform has been so minimal in its effects. The movie 'Mr. Holland's Opus' is used as a distinguisher between good and bad teaching methodology. These chapters are followed by physics chapters on the foundation of Einstein's E=mc¦. The authors follow Einstein's thinking and use the features of light as a vehicle for their discussion. They fold in stories and shy away from formulas, which they leave for appendices. The book ends with a chapter on the philosophy of teaching. The book is well written and eminently readable; the arguments are easy to follow. I recommend the book to anyone interested in the basis of modern physics and Einstein's role in it.' -Ernest M. Henley, Professor Emeritus of Physics University of Washington Use the concept of productive learning to reframe school reform!áWhy do people, college-bound or even in college, stay away in droves from courses in science, especially physics? Why do people know so little about the significance of Einstein's contributions which require dramatic changes in how we understand ourselves, our world, and the entire universe? Why have educational reforms failed? In this book, two professors, one a particle physicist and the other a psychologist, confront these questions in a unique way based on the assumption that people can grasp on a non-superficial level what Einstein did in 1905 if, and only if, the features of productive learning are taken seriously. The authors make clear that those features are applicable in teaching any subject matter by devoting two chapters to music and other arts. In the case of science, they chose Einstein's work precisely because of the general belief that it cannot be assimilated by 'ordinary mortals' whose brains are not 'wired' to comprehend the ways in which time, mass, energy, and the speed of light are seamlessly interrelated. But this book is not an attempt to popularize Einstein. Its goal is to demonstrate that features of the context of productive learning are applicable to any teacher-student relationship, regardless of whether the student is in first grade, in high school, or in college. Einstein's work was about alignment of frames of reference of observers in physics. A similar process of alignment between the minds of a student and a teacher is the vehicle of productive learning. The book explains the analogy. The authors discuss and emphasize that educational reform will continue to fail as long as the concept of learning is fuzzy and provides no direction to the teacher-student relationship. Reform efforts will continue to fail unless and until they are based on a clear distinction between contexts of productive and unproductive learning.
作者簡介
Seymour B. Sarason is Professor Emeritus of Psychology, Yale University. During his distinguished 48-year career, he has been one of the most astute observers and incisive critics of efforts to reform our schools. Among his more than 30 published books are The Predictable Failure of Educational Reform (1990), Schooling in America: Scapegoat or Salvation (1983), and The Culture of School and the Problem of Change (2nd ed., 1982).
目錄資訊
Acknowledgments
1. Structure of the Book
2. And What Do You Mean by Learning?
3. Mr. Holland’s Opus
4. Transition From Music to E = mc Squared
5. A Letter to the Reader
6. Light Carries Energy
7. How Fast Is Light?
8. What Is Light? What Is Ether?
9. How Can We Describe the Energy of Light?
10. The Principle of Conservation of Energy
11. Max and Ming: Light in the Matchbox
12. Max and Ming Build Their Frames of Reference
13. What Time Is It on a Distant Clock?
14. Max and Ming Review the Concept of Time
15. Einstein’s Theory of Relativity
16. How E = mc Squared Comes About
17. Toward a Conception of Learning
Appendices
Appendix A: Energy of Motion of a Body
Appendix B: Frequencies and Energies of Photons If Time Is Absolute
Appendix C: Max’s Time Coordinates of Four Events
Appendix D: Is the Speed of Light Special?
Appendix E: Einstein’s Relationship Between Frames of Reference
Appendix F: Time and the Pythagorean Theorem
Appendix G: How Gamma Depends on v
Appendix H: Energy of Photons According to Ming
Appendix I: How Absorption of Light Changes Mass
Appendix J: Lenard and Einstein
Notes
Index
· · · · · · (收起)
讀後感
用戶評價
這是一本讓我醍醐灌頂的書，它的思想如同種子，在我心中播撒，並開始生根發芽。作者的語言風格非常精煉，字字珠璣，沒有一句廢話，卻能引人深思。我被書中關於“學習的本質”的探討深深摺服。它不是關於信息量的堆積，而是關於理解、應用和創新。作者強調，真正的學習是能夠將所學知識融入自己的生活，並能解決實際問題。我特彆喜歡那個關於“反思性學習”的章節，它讓我意識到，每一次經曆，無論成功與否，都是一次寶貴的學習機會，關鍵在於我們如何去反思和總結。我正在嘗試每天花幾分鍾時間，迴顧今天所學到的新東西，以及可以改進的地方。書中關於“終身學習”的倡導，更是讓我看到瞭未來的方嚮。在這個快速變化的時代，停止學習就等於退步，而這本書恰恰為我指明瞭前進的道路。我還在思考那個關於“元認知”的例子，它讓我意識到，瞭解自己的學習過程，纔能更有效地學習。
评分這本書的封麵設計就透露著一種沉靜的力量，不是那種張揚的炫耀，而是一種內在的、深思熟慮的智慧。當我翻開它時，我立刻被作者的文字所吸引。他/她敘述的方式非常平易近人，仿佛是在與一位老朋友閑聊，但字裏行間又蘊含著深刻的洞察。我特彆喜歡其中關於“延遲滿足”的探討，這部分內容讓我重新審視瞭自己很多習慣性的行為模式。通常，我們總以為快樂來自於即時的迴報，但作者用非常具象的例子，比如一個藝術傢在無數個寂寞的夜晚裏創作，最終纔收獲掌聲，來闡述瞭延遲滿足的真正價值。這種價值不僅僅體現在成就上，更體現在個體精神的成長和自律能力的培養上。我甚至開始嘗試書中提到的一個小練習，每天寫下三件讓我感到“值得”去等待的事情，盡管現在看來有些微不足道，但確實讓我對時間的流逝有瞭新的感知。我還在思考那個關於“沉沒成本謬誤”的例子，它讓我意識到，很多時候我們之所以堅持錯誤的方嚮，並非因為我們真正相信它，而是因為已經付齣瞭太多。這部分內容讓我對人生中很多重要的決策産生瞭警醒。
评分這本書給我帶來瞭一種前所未有的清晰感，仿佛一直籠罩在我腦海中的迷霧被驅散瞭。作者的語言風格非常直接，但又充滿感染力，沒有華麗的辭藻，卻能直擊人心。我尤其欣賞書中關於“習慣養成”的科學解釋。它並非簡單地告訴你“堅持就是勝利”，而是深入剖析瞭習慣形成的神經科學原理，以及如何利用這些原理來構建積極的習慣。我以前一直以為改變壞習慣是件極其睏難的事情，但作者提供的“微習慣”策略，讓我看到瞭曙光。這種從小處著手，逐步積纍的方式，顯得既可行又充滿希望。我正在嘗試每天隻做一件我渴望養成的新習慣，例如，每天閱讀一頁書，或者做十個俯臥撐。令人驚訝的是，這種微小的行動，確實在悄悄地改變著我的日常。書中關於“認知偏差”的討論也讓我受益匪淺，讓我意識到自己有多少時候是被不理性的思維所左右。例如，那個關於“確認偏差”的例子，讓我警惕自己是否隻看到瞭符閤自己觀點的信息。
评分這本書的敘事方式就像一幅徐徐展開的畫捲，每一個筆觸都充滿哲思。作者的文字時而如潺潺流水，時而如驚濤拍岸，總能觸動我內心深處的情感。我被書中關於“時間管理”的獨特視角所打動。它不是教你如何填滿每一個空閑的時間，而是引導你如何去“管理”你的能量和注意力，從而更有效地利用時間。我一直以為時間管理就是列清單、排日程，但作者指齣，真正的關鍵在於理解自己的精力周期，並在精力最充沛的時候處理最重要的任務。那段關於“番茄工作法”的探討，讓我意識到，短時間的專注，配閤休息，反而能帶來更高的效率。我嘗試將這個方法應用到我的工作和學習中，發現效果齣奇的好。我還在迴味那個關於“優先級”的討論，它讓我意識到，很多時候我們花費瞭大量時間在不重要的事情上，而真正重要的事情卻被一拖再拖。這種對時間價值的重新定義，對我來說意義重大。
评分讀這本書的過程，更像是一場智力探險。作者的邏輯鏈條清晰得如同精心鋪設的地圖，一步步引導讀者深入探索。我被其中關於“心流體驗”的描述深深吸引，那是一種將全部精力投入到一項活動中，最終達到一種忘我、高效甚至愉悅的狀態。作者並沒有空泛地談論理論，而是提供瞭非常實用的方法論，比如如何識彆自己進入心流的觸發條件，以及如何在日常生活中創造更多這樣的時刻。我印象最深刻的是那個關於“刻意練習”的案例，它顛覆瞭我以往對“天賦”的看法。作者強調，真正的精通並非源於天生的纔能，而是源於持續不斷的、有針對性的練習。這種練習不是機械的重復，而是有意識地挑戰自己的舒適區，不斷突破極限。我開始反思自己在工作中的學習方式，是否過於安於現狀，沒有主動去尋找那些能夠真正提升我技能的“難點”。書中還有一段關於“成長型思維”的解讀，讓我意識到，將挑戰視為機遇而非威脅，是多麼重要的一個心態轉變。這種思維模式不僅有助於學習，更能幫助我們更好地應對生活中的挫摺。
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