Are Independent Learners “Empty Vessels” or “Intellectual

合作学习比个人学习的效率更高,你是否赞同,托福作文People have different styles of studying.Some prefer the solitude of studying alone,while others thrive on the social interaction that comes from studying in a group.Certain subjects,as well,lend themselves more easily to one style versus the other.In many ways the choice between individual and group study comes down to.whether one enjoys the presence of others while studying,or finds that the more people involved in the conversation the greater the distraction.All in all,I prefer group study for two primary reasons.First,group study allows for a social element that makes studying fun rather than arduous.If I sit alone,my mind often becomes distracted,and I easily lose focus.When I am working with a group,however,the social dynamics keeps me constantly engaged in the studying process.For example,while I was studying at Oxford,I was working with a cohort of six other international students on a group project.Had I had to work on this project individually,it would have been boring,and I would not have put much effort into it.However,given the fact that each person in our cohort was from a different culture andcountry,working together was an exploration of different worldviews and philosophies of study,which made it an enjoyable exercise.I walked away from the project knowing more about my classmates' lives,families and methods of working,as well as my own.A second reason I prefer studying in a group is that I am able to clarify ideas by bouncing them off of the other members of the group.For instance,at law school we regularly asked to identify the potential actions for a case,as well as defenses that the accused might raise.Working alone,I am able to identify perhaps eighty percent or so of the claims and defenses in the assignment.When I work with a few of my classmates,however,we usually are able to clearly identify all of the salient claims and defenses,and joke around while doing it.Different minds think and interpret differently which leads to a broader range of answers.In summary,I prefer studying in a group setting because studying in a group incorporates a social element to studying that makes it more enjoyable,and working in a group allows me to identify more solutions than I would be able to alone.In life,one generally has to be able to work with others in an effective manner,and studying in a group is an easy way to honethis skill.。

成为自主学习者的重要性和方法英语作文The Importance and Methods of Becoming an Independent LearnerIn today’s rapidly changing and competitive world, the ability to be an independent learner is becoming increasingly important. Being an independent learner means taking ownership of your own learning process, setting goals, managing your time effectively, and seeking out resources to help you grow and develop. In this article, we will discuss the importance of becoming an independent learner and provide some methods for how to achieve this.The Importance of Becoming an Independent Learner1. Adaptability: As the world continues to evolve and change, the ability to adapt and learn new skills is crucial. Being an independent learner allows you to constantly improve and stay ahead of the curve.2. Self-motivation: By taking control of your own learning, you will develop a sense of motivation and drive that will help you succeed in all areas of life.3. Critical thinking: Independent learners are able to analyze information, make informed decisions, and think critically aboutthe world around them. This is a valuable skill that will serve you well in any situation.4. Confidence: When you are in charge of your own learning, you will gain a sense of confidence in your abilities and knowledge. This self-assurance will help you tackle challenges with ease and succeed in your personal and professional goals.Methods for Becoming an Independent Learner1. Set clear and achievable goals: Start by defining what you want to achieve and break it down into smaller, manageable steps. Make sure your goals are specific, measurable, achievable, relevant, and time-bound (SMART).2. Develop effective study habits: Create a study schedule that works for you and stick to it. Find a quiet, comfortable workspace, eliminate distractions, and use study techniques that help you retain information effectively.3. Seek out resources: Take advantage of the wealth of resources available to you, such as online courses, books, videos, and workshops. Find mentors and experts in your field who can provide guidance and support.4. Reflect on your learning: Regularly reflect on your progress, strengths, and weaknesses. Identify areas where youcan improve and make adjustments to your learning plan as needed.5. Practice self-discipline: Stay motivated and disciplined by setting deadlines, rewarding yourself for reaching milestones, and holding yourself accountable for your learning.6. Embrace challenges: Don’t be afraid to step outside of your comfort zone and take on new, challenging tasks. This will help you grow and develop your skills in ways you never thought possible.In conclusion, becoming an independent learner is a valuable skill that will serve you well in all areas of life. By taking ownership of your learning, setting goals, managing your time effectively, and seeking out resources to help you grow, you will be well on your way to becoming a successful and self-reliant individual. Remember that learning is a lifelong process, and the more you invest in yourself, the more you will achieve in the long run.。

独立学习的学习方式英语作文Independent learning is a crucial aspect of academic and personal development. It involves taking responsibility for one's own learning process, setting goals, and actively engaging in the acquisition of knowledge and skills. In today's rapidly changing world, the ability to learn independently has become increasingly important as it allows individuals to adapt to new challenges, stay relevant, and continue their growth beyond the confines of formal education.One of the primary benefits of independent learning is the development of critical thinking skills. When students take charge of their learning, they are forced to analyze information, evaluate its relevance and validity, and draw their own conclusions. This process encourages them to question assumptions, think creatively, and develop a deeper understanding of the subject matter. By engaging in independent research, reading, and problem-solving, learners hone their ability to think critically, which is highly valued in both academic and professional settings.Moreover, independent learning fosters a sense of ownership andagency over one's education. When students are given the freedom to explore their interests and set their own learning goals, they become more invested in the process. This intrinsic motivation can lead to a higher level of engagement, better retention of information, and a greater sense of accomplishment. By taking an active role in their learning, students develop a stronger sense of self-discipline, time management, and organization – skills that are essential for success in both academic and professional environments.Independent learning also allows for personalization and customization of the learning experience. Each individual has unique learning styles, preferences, and paces. By engaging in independent learning, students can tailor their approach to suit their needs, whether it's through the use of multimedia resources, hands-on activities, or collaborative projects. This flexibility enables learners to optimize their learning experience and maximize their potential for growth and development.Furthermore, independent learning can foster a spirit of lifelong learning. As students develop the skills and mindset necessary for self-directed learning, they become more equipped to continue their educational journey long after formal schooling has ended. This is particularly important in today's rapidly evolving job market, where the ability to adapt and learn new skills is crucial for maintaining relevance and competitiveness.However, it is important to note that independent learning is not without its challenges. Some students may struggle with the lack of structure and guidance provided in traditional classroom settings, and may require additional support and resources to develop the necessary self-management skills. Additionally, independent learning may require a significant investment of time and effort, which can be daunting for some learners.To overcome these challenges, it is essential for educational institutions and support systems to provide resources and strategies to help students develop the skills and mindset necessary for successful independent learning. This may include the incorporation of study skills workshops, access to online learning platforms, and opportunities for guided independent research and project-based learning.In conclusion, independent learning is a powerful approach that can lead to significant personal and academic growth. By taking responsibility for their own learning, students can develop critical thinking skills, a sense of agency, and a lifelong love of learning. While there are challenges associated with independent learning, with the right support and resources, students can overcome these obstacles and reap the benefits of this transformative approach to education.。

2020年广东省中考英语短文填空专题训练（一）请用适当的词完成下面的短文，并把所缺单词填写在指定的位置上。

每个空只能填写一个形式正确、意义相符的单词。

（一）Jessica is one of my best friends. She was afraid to have English class in Grade Seven and Grade Eight because of the difficult grammar. Every class was like1. ____________ bad dream to her. The teacher spoke too 2. ____________ for her to understand. She was not brave enough to ask questions because 3. __________ her poor pronunciation. She just hid herself behind her textbook, trying to prevent herself from being discovered by the teacher and said 4. ____________.She was quiet all the time.Then in Grade Nine，an American lady 5. ____________ Benny became her English teacher. In Benny’s class，the students could enjoy English movies，sing English songs，share funny stories and play all 6. ____________ of games as well. Time flew quickly and happily while having Benny’s class. Jessica became more and7. ____________ interested in English. One day she decided to ask Benny how she could 8. ____________ her English. Benny was patient to tell her the secret to language learning.She told Jessica to watch lots of English movies to improve her listening and pronunciation. It did not matter 9. ____________ she could understand everything the characters said or not. She could get the meaning by listening for just the key words. Also the expressions on the characters’10. ____________ and their body language could help her get the meaning. Jessica found it interesting and useful to learn English by watching movies.Now Jessica has fallen in love with English. She wants to be an English teacher in the future so that she can help more students like her.（二）Are you learning a foreign language? Everyone is born with the ability to learn. Do you know how to learn English well?First of all，successful language learners are independent(独立的)learners. They do not 1. ____________ on books or teachers. They create their own way in mind to learn the language. Instead of 2. ____________ for the teacher to explain，they try to find methods and rules for themselves.They pay attention to the clues(线索)of the passage and get their own ideas 3. ____________ guessing. When they guess wrong，they will try again. They are not afraid of making mistakes. They try to learn from their 4. ____________. It is 5. ____________ important for them to review the knowledge in time.Successful language learning is active learning, so successful learners do not wait for a chance to use the language. They usually look for such a 6. ____________.They find native speakers and ask 7. ____________ for help when they make mistakes. They will wisely try everything to communicate. They are not afraid to repeat 8. ____________ they hear or to say strange things. They always believe practice makes perfect.Finally, successful language learners are learners 9. ____________ a purpose(目的). They connect knowledge with culture. They want to learn the language because they are interested in native speakers’lives. It is necessary for them to learn 10. ____________ language in order to communicate with foreigners and learn about their lives, their cultures and so on.（三）Videos of the granddaughter of American President Trump showing her Chinese speaking skills became very popular on the Internet. In the video, Arabella 1. ___________ a popular Chinese song and recited two Chinese poems by a Tang poet.More and more kids try to learn Chinese just 2. ___________ Arabella. About 50, 000 American students 3. ___________ now studying Chinese. “Because of China’s fast growth, Chinese is more useful 4. ___________ other languages, ”said Scott McGinnis, 5. ___________ language expert.For example, in 1999, only three Chicago schools had 6. ___________ classes. This year more than thirty do.This year more than thirty do. In many US cities, students take Chinese lessons during holidays or on weekends. But Chicago schools teach Chinese during the school days. Last year China gave them 3, 000 textbooks 7. _________ they had done a good job.Although Chinese classes are becoming popular, it is still 8. _________ of the most difficult languages. It 9. ___________ an English speaker about 1, 320 hours 10. ___________ all to become good at Chinese, but 480 hours to learn French, Spanish or Italian.（四）Christmas is one of the most important festivals in Western countries. It is a time to celebrate the birth of Jesus Christ(耶稣)，exchange 1. ____________ with family or friends，and get together with family members. Christmas celebrates the birth of Jesus Christ because it was not known exactly when Jesus’ birthday was. It was finally decided that 2. ____________ 25th is the Christmas Day.It’s quite popular for people to exchange presents with family members or friends during the festival. This tradition has been spread across the world. Christmas presents usually remind us of Father Christmas. In fact，Father Christmas is not a real man. Long long ago, there was a man 3. ____________ Saint Nicholas. He was rich and was willing to help 4. ____________ ，especially the poor. He always shared his things with others. Gradually(逐渐地)Saint Nicholas has turned into today’s “Father Christmas”.Christmas is a 5. ____________ for family members to get together and care about each other. It is so nice to be with family. People can always feel the warmth of their family. Some people，especially the Christians(基督教徒)，usually go to the church together on Christmas Eve to celebrate the 6. ____________ of Jesus Christ although he is dead. On Christmas night，family members will have a big dinner. They will surely eat turkeys，the traditional food.Do you know 7. ____________ it is a tradition to eat turkeys on Christmas Day? It is said that during the Christmas holiday in 1620，British immigrants(移民)arrived 8. ____________ the USA. They found 9. ____________ to eat except turkeys. Year after year，they ate turkeys. It has been a tradition to eat turkeys during this festival ever 10. ____________ then. Maybe the happiest thing for the Westerners is that they can have a two-week holiday for Christmas. They can do all kinds of things they like during the holiday，such as traveling, lying on the beach or reading some novels.（五）Kwanzaa (宽扎节)is a celebration of African-American history and culture. It begins on December 26th and continues until New Year’s Day, January 1st.During the1. ___________, a family member, usually the youngest child, lights candles in a special candle holder. Each night a candle is lit. Traditionally, there are 2. ___________ green candles, three red candles and a black candle. They mean the seven Kwanzaa rules.The rules are believed to play an 3. ___________ role in building strong, successfulfamilies, neighborhoods, etc. In the evenings, adults share stories and explain how to 4. ___________ the seven rules in daily life. On the sixth day, which is New Year’s Eve, families and friends get together to enjoy 5. ___________ large meal.Kyle, a third grader, wrote this about Kwanzaa, “When we celebrate the festival, many people are 6. ___________ home, light the candles, and have a nice dinner. We 7. ___________ the meaning of Kwanzaa and remember family members. We say something good about 8. ___________. Last year, we remembered my grandparents. ”In 1966, Dr. Karenga created Kwanzaa. He was studying the 9. _______________ of Africa at that time. Dr. Karenga wanted to create a holiday to bring African-Americans together and celebrate their history and culture. He 10. _____________ the holiday “Kwanzaa”. In fact, the name comes from an African word which means “first fruits of the harvest (收获季节)”.（六）Last autumn during the Diwali Break(排灯节), we took a vacation to Kullu. I never had the chance to 1. ___________ the snow mountains before, so I was very excited and packed my luggage(行李)quickly. Then we got everything 2. ___________ for the journey. From Delhi we traveled by bus to Kullu.Kullu is a famous 3. ___________ of interest. It is famous for its Kullu caps and Dussehra Festival. We stayed in Kullu for two 4. ___________. We went out every day and enjoyed the sight of the hills. There were four 5. ___________ with us. We formed small groups and each group went with a teacher.In a store, nearly everyone 6. ___________ a Kullu cap as a gift for the family. Then by jeep we moved ahead to Manali.Manali is on the bank of River Beas. It is one of 7. ___________ loveliest places, full of apple trees and great natural beauty. I felt happy to see the nature. With the bright colorful flowers, the clouds sailing across the 8. ___________ and the snow at the top of the high mountains in the distance, my heart was full 9. ___________ joy. We stayed there for four days and enjoyed every minute of our stay. Time passed very10. ___________ and we left again for Delhi. The memory of my visit to Kullu-Manali is still fresh in my mind.（七）Last week I went to the Space World with Alice，a girl who was interested in playing the roller coaster. It was such an unforgettable(难忘的)experience that I would 1. ____________ forget it.While I was wondering where we should go after we arrived，Alice suggested the new ride. Before riding，I was 2. _______ of it because it looked scary. But Alice 3. ________ me that if I was scared，just hold her hand or shout.At first，I was so scared that I could hardly think or move，but shouting did help. After the ride，we felt excited. I realized that you would never know 4. ____________ you try something. I was glad because I was brave enough to try it! Then I felt hungry. Alice suggested the Water City Restaurant in the Water World. It’s said that it served delicious 5. ____________.And the cook there was famous for making Italian and Chinese food.On our way to the Water City Restaurant，we passed 6. __________ Uncle Bob’s，a restaurant which looked 7. ____________________. The sign said a rock band would play there every evening. So we decided to 8. ____________ back for dinner later. We asked what time the band would start playing. The staff told us 9. ____________ the restaurant was always busy at eight o’clock，so we should come a little earlier to get a table. At last，we had great 10. ____________ eating and listening to the beautiful music.What a great day we had!（八）Road signs are placed in specific areas for the safety of drivers. They let drivers know 1. ___________ fast they can drive. They also tell drivers when and where to turn 2. ___________ not to turn. 3. ___________ order to be a good driver, you need to understand what the signs mean.Most student drivers pay no 4. ___________ to the speed limit(限制) sign. 5. ___________ you do not stay close to the speed limit, your driver’s test could end unsuccessfully. Be very careful when you see the “No Entry”sign. As 6. ___________ student driver, you should be ready to make a turn whenever you see a no-entry sign ahead.You will not 7. ___________ your driving test if you enter an area that you are not supposed to enter.8. ___________ is the stop sign. Sometimes, a driver will notice the stop signbut will only slow down 9. ___________ of coming to a complete stop. These mistakes may cause you to fail your driving test.Road signs are designed to 10. ___________ sure that every driver is kept safe. Always follow the instructions they give you while driving.（九）This is a simple village in Malaysia. When the train passed their homes, people waved and smiled to complete strangers and cheer1. ___________ up.I had always traveled to Malaysia by plane or car, so it was the first time I was on a train. I looked around the train. There was not one familiar face.I sighed (叹气)and sat down to 2. ___________ my magazines. It was not long before the train was in Malaysia. Then 3. ________ first village came into sight. Immediately I came alive. I decided to wave back.4. ___________ then on, my journey became interesting. I threw my5. ___________ into the waste basket and decided to join in Malaysian life. Then everything came alive. I stared ateverything as if I had looked at it for the first time.The day 6. ___________ fast. I even forgot to have my lunch until I felt 7. ___________. I looked at my watch and was surprised that it was 3：00 p. m. Soon the train 8. ___________ at the station. I looked at the people all around me. They all looked beautiful. When my uncle met me with a smile, I gave him a warm hug. I had 9. ___________ done that before. He seemed surprised at my first hug 10. ___________ then his face warmed up with a huge smile.I looked forward to the return journey.（十）We all know the road to success is not straight. From an Asian interview report we know that many people can succeed and they can also 1. ____________.Let’s think about it. What should we do? Should we just lie 2. ____________ the bed, hang out with friends or take up our private things, and then require the god to guard us and lead us to succeed? Or should we put the sorrow(悲伤)aside and dare to keep going? As 3. ____________ as I know，a number of people go on fighting to deal with their trouble. But now the problem is why some people always give up the right choice and why they are always the kind of person that knows what to do but never really does it. Sometimes 4. ____________ fail，not because they are not smart enough，or they don’t work 5. ____________ as others do. They all work hard every day，and maybe evenharder than those who finally make it.It is just a matter of whether you keep on trying when you face 6. ____________ trouble. When the whole world does not seem to be friendly enough 7. ____________ us，we should be kind to ourselves. We need to regard failure(失败)as our 8. ____________. Don’t be afraid of failure anymore. We sometimes get sad when we didn’t get 9. ____________ grades than those who even didn’t work hard as us.The famous American actress Marilyn Monroe said，“Just because you fail once doesn’t mean you’re going to fail at everything. 10. ____________ trying，hold on and always，always，always believe in yourself. Because if you don’t，then who will?”Are you prepared to keep on with your dream now?（一）【答案详解】1. a 句意：每节课对她来说都像是一个噩梦。

Unitl How can we become good learners、单项选择（共20小题；共20分）1.You can improve your English reading more.A. inB. withC. byD. of2.He makes a living teaching.A. withB. inC. byD. for3.Tom looked up Lucy's telephone number in the telephone book.A. tried to findB. asked forC. sawD. read4.We should pay attention to our classroom clean and tidy.A. keepingB. keepC. keptD. help5.— Did you know who tea?—The emperor Shennong did.A. foundB. discoveredC. found outD. invent6.Though the old man didn't have enough money, he gave a thousand yuan to the charity.A. /B. andC. butD. or7.The Silk Road was _______________ long that it passed through many countries.A. quiteB. tooC. veryD. so8.— Mrs. Li, will you be angry your students don't obey the rules in class?—A little. But I will stop them in a friendly way.A. ifB. unlessC. though9.Tony never spends money in buying books he doesn't like reading.A. butB. becauseC. thoughD. until10.is really hard them to climb Mount Qomolangma.A. This; toB. It; forC. This; forD. It; to11.--- How do you study English well?一working hard.A. ByB. AtC. FromD. With12.--- How do you study English?---I study English _____________ talking with foreign students.A. byB. inC. atD. on13.--- Could you lend me your dictionary? I want to ________________ t he new word.—Sure. Here you are.A. look outB. look upC. look atD. look after14.You must _____________ the traffic lights when you cross the road.A. pay attention toB. pay attentions toC. pay attention onD. pay attentions on15.The scientists haven't _____________ t here was life on Mars.A. foundB. found outC. looked forD. discovered16.scientists have done a lot of research on A （H1N1） flu, there are still some cases for further study.A. AsB. OnceC. IfD. Although17.The film Kung Fu Panda is interesting [would like to see it again.A. such; thatB. too; toC. as; asD. so; that18.--- Good news! There will be a concert tonight.—Really? Yang Kun comes to sing one song, I'll be very excited.A. UnlessB. IfC. BeforeD. Until19.The family had to stay at the hotel, it was raining hard.A. becauseB. althoughC. untilD. unless20.It's easy to in big cities like Beijing and Shanghai.A. is lostB. are lostC. get lostD. gets lost二、单词拼写（单句首字母填空）（共20小题；共20分）21.Population i is a big problem in many countries.22.Let me tell you a saying: K is power（力量）.23.--- Would you please r your words?—OK. I'll say them again.24.Scientists have d a new virus. It is very important to medical research.25.If you want to learn English well, please read a every morning. It really helps a lot.26.Our English teacher's p ______________ is good, so we can understand her well.27.The e you use might depend on whom you are speaking to.28.We must try out best to c ____________ a clean and beautiful environment.29.He was awarded because he took an a part in class activities.30.If we can keep up this s^we will arrive there in about two hours.31.Scientists say the world's population has i very quickly in the last two years.32.Books are my best friends. I can get k ______________ of all kinds and find pleasure in them.33.Please r what you said just now. I didn't hear clearly.34.Did you know who f （发现）America?35.I read my essay a in class and everyone can hear me clearly.36.The word has two different p37.The e on her face shows she is happy.38.Every host country c ______________ its own slogan.39.Gina is a in class. She often answers questions.40.The car runs at a s of 110 kilometres an hour.三、单词拼写（根据中文提示拼写单词）（共20小题；共20分）41.The population continues to ______________ （-增力口；增长）.42.I think （知识）is more important than money.43.Please read these sentences slowly so that I can __________________ （重复）them after you.44.--- When did Columbus _______________ （_ 发现）America?---In 1492.45.Your （曰）of the English word is wrong.46.（物理）is my favourite subject.47.Mother tells the children not to shout too a （大声的）in the hospital.48.Our English teacher is （耐心的）enough to listen to every student in class.49.Jack takes an（积极的）part in volunteers during summer vocations.50.Her（能力）in dancing was noticed by her mother.51.The quick （增长）of population may cause serious problems.52.The more books you read, the more （知识）you will have53.I'm sorry, I can't follow you. Can you （重说）that?54.Columbus（哥伦布）was the first to （发现）America.55.What about reading aloud to practice p （发音）？56.We have a new subject （物理）this term.57.Mother tells the children not to shout too （大声地）in the hospital.58.These days, there're many p in the hospital because of the bad weather.59.That's my grandmother. She is 84. You wouldn't believe how （活跃的）she is!60.Miss White has great （能力）in teaching English.四、翻译（根据中文提示完成句子）（共10小题；共20分）61.但是在西方，我们通常不太注意那个。

Learning SyStemDeSignSHRM Foundation’s EffectivePractice Guidelines SeriesA Guide to CreAtinG effeCtiveLeArninG initiAtivesDesignDesignThis publication may not be reproduced, stored in a retrieval system or transmitted in whole or in part, in any form or by any means,electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the SHRM Foundation, 1800 DukeStreet, Alexandria, VA 22314.The SHRM Foundation is the 501(c)3 nonprofit affiliate of the Society for Human Resource Management (SHRM). The SHRM Foundationmaximizes the impact of the HR profession on organizational decision-making and performance by promoting innovation, education, researchand the use of research-based knowledge. The Foundation is governed by a volunteer board of directors, comprising distinguished HR aca-demic and practice leaders. Contributions to the SHRM Foundation are tax deductible. Visit the Foundation online at /foundation.08-0926contents1135991111162021232733Dear Colleague:In 2004, the SHRM Foundation developed one of the best resourcesavailable for busy HR professionals like you. Recognizing that youhave little time to keep up with results of academic research—and, let’sface it, some of it is challenging to wade through as well—we createdthe Effective Practice Guidelines series. This series integrates the latestresearch findings and expert opinion on how to conduct effective HRpractice into a very accessible publication.The goal of the series is to let you know which HR practices havebeen shown by research to be effective in order to help you in yourrole as an HR professional. With that goal in mind, the SHRMFoundation publishes new reports annually on different HR topics.Past reports, available online at /foundation, includePerformance Management, Selection Assessment Methods, EmployeeEngagement and Commitment, Implementing Total Rewards Strategies,Developing Leadership Talent and Retaining Talent and HumanResource Strategy . You are now reading the eighth report in the series,Learning System Design .For each report, a subject matter expert is chosen to be the author. Afterthe initial draft is written, the report is reviewed by both academics andpractitioners to ensure that the material is research-based, comprehensiveand presented in an easy-to-use format. We also include a “Sources andSuggested Readings” section as a convenient reference tool.Our vision for the SHRM Foundation is to “maximize the impact ofthe HR profession on organizational decision-making and performanceby promoting innovation, education, research and the use of research-based knowledge.” The Foundation also is strategically focused oninitiatives designed to help organizations maximize leadership talent.We are confident that the Effective Practice Guidelines series takes usone step closer to making our vision a reality. Feel free to let us knowhow we are doing!Mary A. Gowan, Ph.D.Chair, SHRM Foundation Research Applications CommitteeDean and Professor of Business AdministrationElon UniversityForewordAcknowledgmentsThe SHRM Foundation is grateful for the assistance of the following individuals in producing this report:content editorJudy Clark, SPHR, CPCPresidentHR Answers, Inc.reviewersErich Dierdorff, Ph.D.Assistant ProfessorDePaul UniversitySteven GinsburghSr. Vice President HR andWorkforce DevelopmentUniversal Weather and AviationMegan K. Leasher, Ph.D.Project ConsultantHR Chally GroupEric SurfacePrincipalSWA Consulting, Inc.Project ManagerBeth M. McFarland, CAEManager, Special ProjectsSHRM FoundationMajor funding for the Effective Practice Guidelines series is provided by the HR Certification Institute and the Society for Human Resource Management.About the Author: Raymond NoeProfessor Noe holds the Robert and Anne Hoyt DesignatedProfessorship in Management & Human Resources at the OhioState Fisher College of Business. He is one of the foremost academic authorities in the area of training and development. He is anauthor of three texts in human resource management, including Employee Training and Development, which includes a section onuse of the technologies in training, and has published extensively in such publications as the Journal of Applied Psychology, Academy of Management Review, Journal of Organizational Behavior and Personnel Psychology.Noe serves on the editorial boards for Personnel Psychology, Journal of Applied Psychology and Journal of Organizational Behavior. His teaching and research in training and human resource management have been recognized by awards from the American Society for Training and Development. He was elected Fellow in The Society for Industrial and Organizational Psychology and American Psychological Association.He has consulted with several companies, including Strategic Interactive and General Motors Assurance Corporation, on training and development issues.Maximizing the contributions of knowledge workers can be critical to an organization’s success. It is therefore vital to design and implement effective learning initiatives to retain these employees.Learning system DesignLearning System Design: A Guide to Creating Effective Learning Initiativeswhy Learning is criticaL for organizationaL success ArrayOrganizations today rely increasingly on intangible assets such as human capital as a way to gain competitive advantage.1 Knowledge workers with specialized knowledge and skills are difficult to find, and a skilled workforce is difficult for competitors to imitate or duplicate. Maximizing the contributions of knowledge workers can be critical to an organization’s success. It is therefore vital to design and implement effective learning initiatives to retain these employees. To ensure a positive impact on the organization’s bottom line, learning initiatives must be carefully designed with the business strategy in mind, and they must demonstrate their contribution to organizational stakeholders.2Learning is critical for organizations to successfully deal with workplace challenges. The aging workforce, increased diversity in the workplace and the growing gap between job skill demands and available employee skills are just some of the forces that make learning initiatives so important.3 Table 1, on page 2, lists additional forces that affect workplaces today.These forces make learning a strategic imperative. This report will help you use the full range of available learning initiatives, including training, development and knowledge management, to deal with forces influencing business and to build the organization’s competitive advantage. The first section of the report explains how to ensure your learning initiatives contribute to the business strategy and, ultimately, organizational effectiveness. The second section is devoted to a discussion of the design process for developing effective learning initiatives. The report’s conclusion explores future trends in learning.an overview of Learning initiativesWhat are learning initiatives? Learning initiatives include training, development and knowledge management. Learning includes acquisition of knowledge, skills, behaviors or competencies. Both tacit and explicit knowledge aboutthe organization, customers and business process is critical for organizational success.4 Explicit knowledge refers to knowledge that can be formalized, coded and communicated. It is found in manuals, formula and specifications. Tacitknowledge refers to personal, experience-based knowledge that is difficult toexplain to others.Learning system Designjob experiences, relationships and assessment (for detailed guidelines on how to use these development practices, see Developing Leadership Talent (Day, 2007) listed in the “Sources and Suggested Readings” section at the end of this report). Knowledge management systems are needed to ensure employees are able to interact with each other to share what they have learned.Trends in organizational learning investments.You may be asking yourself, “How does the time and money my organization spends on Array learning initiatives compare to other organizations?” To help you answer this question, Table 2 provides a snapshot of learning practices found in the annual State of the Industry Report preparedby the American Society for Training and Development.5 U.S. organizations continue to invest large amounts of money in learning initiatives. Here is an overview of some key trends in these investments:• D irect expenditures as a percentageof payroll and learning hourshave remained stable over the lastseveral years.• T here is an increased demand forspecialized learning that includesprofessional or industry-specificcontent.• T he use of technology-based learningdelivery has increased from 11percent in 2001 to 32 percentin 2007.• S elf-paced online learning wasthe most frequently used type of technology-based learning.• T echnology-based learning hashelped improve learning efficiency,as shown by increases in thereuse ration since 2003. (The“reuse ration” is defined as howmuch learning content was usedor received for every hour ofcontent.)• T echnology-based learning hasresulted in a larger employee tolearning staff member ratio.• T he percentage of servicesdistributed by external providers(such as consultants, workshops,training programs) dropped from29% in 2004 to 25% in 2007. Developing strategic learning initiatives. Organizations canspend considerable time and moneyon learning initiatives, but this doesnot guarantee their effectiveness. Tobe effective, these initiatives need to support the organization’s strategy. Learning initiatives have been shownto have both direct and indirect effects on organizational performance.6 These initiatives help employees develop skills needed to perform their jobs, andthis directly affects the business. Also, providing learning initiatives creates a positive work environment, which can help in attracting new talented employees and retaining current employees. Learning initiatives are most likely to result in positive business outcomes when they are linked to the business strategy (see Case Studies). This involves defining the business strategy, developing learning initiatives that support the strategy, translatingthe initiatives into specific training, development and knowledge management initiatives, and using appropriate metrics to determine if learning initiatives are contributing to the business strategy and goals.7The business strategy can be identified by considering the company’s mission, vision and values, conducting a SWOT analysis (strengths, weaknesses, opportunities and threats) or considering competitorsin the marketplace. The SWOT analysis involves an assessment of the company’s operating environment, such as product markets and technology, to identify opportunities or threats. It also provides an internal analysis of the company’s strengths and weaknesses, including people, technology and financial resources. It is important to consider decisions about how to compete in the marketplace, including where to compete (markets, products, industries), how to compete (cost, quality, reliability, innovation, etc.) and what resources are needed to compete. Different business strategies call for different human capital requirements and thus place different demands on the training function.8 Linking learning initiatives to the strategy is important to make the business case for learning. However,if they are designed or purchased ina haphazard or unsystematic manner, these initiatives will likely be ineffective. The next section presents a systematic approach to guide you in designing effective learning initiatives. guideLines for deveLoPing effective Learning initiatives The learning design process, shown in Figure 2, on page 4, is often referredto as the ADDIE model because it includes Analysis, Design, Development Implementation and Evaluation.9Thissection will explain in detail the seven steps in the learning design process. The process should start with needs assessment and then follow each stepto completion. If time does not permit each step in the process to be completed sequentially, consider using rapid instructional design techniques.10 These include shortcuts such as using existing records for needs assessment, combining different steps in the design process and using existing instructional materials that can be customized with examples, exercises and assignments. For more information, see Rapid Instructional Design (Piskurich, 2006) in the “Sources and Suggested Readings” section at the end of this report.Step 1: Conduct a Needs Assessment Needs assessment focuses on determining if a learning need exists. Effective needs assessment involves first conducting an organizational analysis (what is the context of learning?), followed by a task analysis (what needs to be trained?) and person analysis (who needs to be trained?).11 Organizational analysis provides an understanding of the scope and typeof learning that will occur, if any. Organizational analysis identifies whether learning fits with the company’s strategy and whether time, money and expertise for designing and delivering learning are available. Table 3 shows the relevant questions to ask during this process.Once the decision is made to allocate resources to learning, it is necessary to determine how they will be allocated. Questions to consider include:• A re resources going to currentprograms or to the development ofnew learning initiatives?• W ill learning initiatives be developed by in-house staff or purchased fromoutside suppliers?Person analysis is necessary to identify who needs learning.12To determinewhether learning is the best solution for a performance problem or issue, you must first consider whether other solutions besides learning are feasible. The following questions should be considered:• A re performance expectationsunclear? (input)• D o employees lack the basic skillsneeded to perform the job, and areresources available to improve these skills? (input)• A re employees aware ofperformance expectations and/orquality standards? (output)• W as poor performance rewarded?(consequences)• D o employees fail to receive timely,accurate, constructive and specificfeedback about their performance?(feedback)• A re the proper equipment andtechnology available? (situationalconstraint)• A re other solutions—such as workredesign or transferring employeesto new jobs—realistic?If input, output, consequences or feedback are responsible for the performance problem, then these issues should be addressed using HR systems other than training or development (e.g., hiring or performance management systems). However,if input, output, consequences and feedback are satisfactory, next you need to consider issues related to employees’ learning history. Also, if there are changes in the workplace due to new technology, products, equipment, services or mandated training due to legislation (e.g., safety training), then the next set of questions should be considered. Affirmative answers to oneor more of these questions suggest thatlearning may be the solution.• I s the performance problemimportant? Does it have thepotential to cost the companymoney from lost productivity or lostcustomers?• H ave employees received little orno previous training?• W as prior training evaluated andfound to be ineffective?• H ave employees been trained? If so,how frequently do employees usethe training content in their jobs?The last part of the needs assessmentprocess is task analysis, and it involvesfour steps:1. Identify the jobs to be analyzed.2. D evelop a preliminary list of tasksperformed on the job by using acombination of needs assessmentmethods (interviews, observation ofthe job, etc.).3. V alidate or confirm the preliminarytask list by having job incumbentsor managers review and ratea) how frequently each task isperformed, b) the amount of timespent performing each task, c) howimportant or critical the task is forsuccessful completion of the job,and d) if performance of the task isexpected for entry-level employees.Tasks rated as important, frequentlyperformed and of moderate tohigh level of difficulty should beincluded in the learning program.Important tasks that are performedinfrequently are also likely candidatesfor the learning program but willreceive less emphasis. Tasks thatare not important and infrequentlyperformed should not be included.4. O nce the tasks are identified,determine the knowledge, skill andabilities required to complete thetasks. This information should becollected using interviews, surveys orother needs assessment methods.Who should be included in needsassessment? Managers and subjectmatter experts (SMEs) should beincluded in needs assessment. SMEs areemployees, job incumbents, technicalexperts and even customers or supplierswho are knowledgeable about what andwho needs to be trained, the knowledge,skills and abilities required for successfultask performance, and the necessaryconditions under which learning shouldoccur (equipment, time pressure, etc.).Input from managers is especially criticalin determining what types of learningare important for achieving the businessstrategy, identifying learning objectivesfor functions or business units, anddetermining the financial resourcesavailable for designing new learningprograms or redesigning existing ones.Table 4 shows the different methodsthat can be used for needs assessment.Because no one method is superior tothe others, multiple methods shouldbe used.Competency models. A competencyis an area of personal capability thatenables employees to successfullyperform their jobs, such as criticalthinking or problem-solving ability.Competency models and competenciescan have advantages over tasks,knowledge, skills and abilities that aretraditionally identified through a needsassessment.13 Competency models aremore likely to be linked to companygoals and are easier to generalize across occupational groups, jobs and organizations.14 Further, competency models can serve as a foundation for integrating systems of human resource management (HRM) practices, thereby creating horizontal fit, a key tenet in strategic HRM.15 Competency models are also useful for providing employees with performance feedback that can include links to specific learning initiatives that can help address their weaknesses. This allows employees to self-manage their participation in learning initiatives. Competency models can also be used as a “road map” for identifying and guiding employeesfor succession planning purposes and allowing managers to analyze the strengths and weakness of theirdepartment, positions, function or other categories to identify needed learning initiatives.16If the goal is to develop competency models, the needs assessment will be different than traditionally conducted. For more information on how todevelop competency models, see The Art and Science of Competency Models (Lucia & Lepsinger, 1999) in the “Sources and Suggested Readings” section at the endof this report.Step 2: Determine Readinessfor LearningReadiness for learning refers to whether learners have the personal characteristics (ability, motivation, attitudes and beliefs) necessary to learn and transfer training.17 The learner characteristics that have been shownto influence motivation to learn are listed in Table 5, on page 8, along with strategies for enhancing the effects of positive characteristics and neutralizing the effects of negative characteristics. One perspective is that learning isa dynamic cycle that involves four stages: concrete experience, reflective observation, abstract conceptualization and active experimentation.18 Questionnaires have been developed to measure learners’ strong and weak points in the learning cycle. According to this view, the key for effective learning is to be competent in each of the four stages.Step 3: Create a Learning EnvironmentThe next step in the process isto consider how to build or buy instruction that will facilitate learning. Instruction refers to the environment in which learning is to occur. Instructional methods should have the features shown in Table 6 to facilitate the cognitive and physiological processes affecting learning.19a) Objectives, or the expected outcomes of learners, serve as goals that help motivate and direct learners’ effort. 20 A good learning objective includes:• A statement of what the employeeis expected to do.• T he quality or level of performancethat is expected.• T he conditions under which thelearner is expected to perform theoutcome.b) Meaningful content. Learning ismeaningful when it is linked to jobexperiences, problems or tasks. Toenhance meaningfulness:• L earning content should make useof concepts, terms and examplesfamiliar to the learners.• L earning context should be assimilar to the work environment aspossible.21c) Practice. Learners must have timeto practice what is being learned.Practice should:• A llow learners the opportunityto make errors. Learners must beshown techniques for consideringwhy errors occurred and what theycan do differently to avoid them.• B e spaced, such that the learnerpractices a task but with restperiods.d) Commit to memory. For learningcontent to be used on the job, itmust be stored in learners’ long-termmemory. To create long-term memory:• I nclude a concept map to showrelationships among ideas.• U se multiple forms of practice,including writing, drawings androle plays.• P rovide visual images.• R emind learners of knowledge,behavior and skills that they alreadyhave mastered that are relevant tothe learning content.• L imit instruction to relatively smallchunks or short sessions in order tonot exceed memory limits. 22• A llow overpractice, which results inless memory loss over time.e) Feedback. Learners need feedbackon how well they are meeting thelearning objectives. Feedback:• S hould focus on specific behaviors.• S hould be provided as soon aspossible after learner’s behavior.• C an be given through tests andquizzes, observation, writtencomments or by viewing avideotape.• S hould vary in specificity, such thatsome feedback should be generaland some more specific, dependingon the situation.f) Observation or interaction withothers. One of the most powerfulways that we learn is by observingothers, a process known as modeling.23This can occur through:• H ands-on experiences.• P airing learners with moreexperienced employees.• T echnology-aided social interactionsuch as blogs and discussion boardsfor groups that share a commoninterest.• I nteracting with other learners insmall groups.g) Proper coordination and arrangement of the instructional program. Before choosing a learning setting, you need to consider how trainees are expected to learn. For example, learning that requires high collaboration with fellow learnersand high self-direction might require several small breakout or conference rooms. Fan-type seating is effective for learning that requires learners to analyze problems and synthesize informationin groups. Traditional classroom with fixed seating arrangements is most appropriate for learning that involves knowledge acquisition, such as occurs through instructor-led lectures or videoconferencing. Good coordination ensures that learners are not distracted by events such as an uncomfortable room. Particular attention should be given to: • C ommunicating courses andprograms to learners.• E nrolling learners in courses.• P reparing and processing any pre-learning materials such as readingsand handouts.• P reparing materials that will be usedin instruction.• S cheduling the facility and room forlearning.• T esting to make sure that anyequipment (LCD panels) orsoftware programs are workingproperly.• H aving backup materials andequipment (e.g., hard copiesof PowerPoint slides, extraprojector bulb).• P reparing evaluation materials (tests and surveys to be distributed at theend of training).• F acilitating communicationsbetween instructor and learnersduring and after the learningsession.• R ecording course completion orcertification for learners.h) Careful selection of instructors.It is important that selected instructors can convey the learning content in as concrete and meaningful a manner as possible. To ensure this, the following should be considered:• U sing managers and employeesas instructors can help contributeto the development of a positivelearning culture and increase themeaningfulness of the learningcontent for learners (see theMcCormick and Company casestudy).• T rain-the-trainer programs arenecessary for managers, employeesand subject matter experts who may have knowledge of the learningcontent but need to improvepresentation skills and understandthe learning process.24• I nstructors should be enthusiasticand avoid distractions.25• I nstructors should use a relaxedstyle to make learners comfortable. • I nstructors should recognize thattheir expectations for trainees’learning and their stereotypes canresult in learners confirming theexpectations (i.e., a self-fulfillingprophesy).26 Negative expectationsheld by instructors can relate tolearners’ evaluation of the trainingand the trainer.27Step 4: Ensure Transferof TrainingTransfer of training refers to learners effectively applying what they learned in training to their jobs. Organizations that use transfer enhancements before training (e.g., trainee input and involvement, and training attendance policies), during training (e.g., identical elements) and after training (e.g., supervisor and organizational support) report higher levels of transfer. Transfer of training is influenced by the learner, the learning culture, manager and peer support for learning, and the learning environment.28The types of transfer desired need to be considered prior to training.a) Task adaptability is the degreeof flexibility required for successful performance and the degree of supervision under which training content is applied on the job.29If near transfer is inherent in the learning objectives, the instructional program should mimic the work environment (an identical elements approach), and learners shouldbe provided with an explanationas to any differences between the learning environment and thework environment. Examples of instructional methods that emphasize near transfer include simulations and on-the-job training.c) Far transfer is the learners’ ability to apply learning content to different work environments. Instructional programs that emphasize far transfer should teach general principles and broad concepts that can be applied to a greater set of contexts than those that are presented in the learning environment. Examples of instructional methods that emphasize far transfer include behavior modeling and games.Step 5: Develop anEvaluation PlanTo demonstrate that learning occurred and had an impact on the company’s bottom line, evidence-based learning requires collectionof data that goes beyond whether learners liked the program. Table 7, on page 13, shows the valuable information resulting from evaluation. The next step (step 5)in the design process—development of an evaluation plan—includes developing both a formative and summative evaluation plan. The learning method should be chosen after the learning objectives and evaluation outcomes are identified. This allows the best learning method。

初二下册英语培养独立性作文Developing Independence in Middle School。

In middle school, students are at a crucial stage of their development. It is during this time that they begin to transition from being dependent on their parents and teachers to becoming more independent individuals. Developing independence is an essential skill that will benefit students not only during their school years but also throughout their lives. In this article, we will explore the importance of fostering independence in middle school students and provide some practical tips on how to cultivate this valuable trait.First and foremost, independence allows students to take ownership of their learning. When students are independent, they are more likely to actively engage in their education and take responsibility for their academic success. Instead of relying solely on their teachers for guidance, independent learners are proactive in seeking out resources, asking questions, and finding solutions to problems. They are not afraid to take risks and make mistakes, as they understand that failure is a natural part of the learning process. By fostering independence in middle school, we are empowering students to become lifelong learners who are capable of navigating the challenges they will encounter in their academic and professional lives.Furthermore, developing independence in middle school enables students to develop essential life skills. As they become more independent, students learn how to manage their time effectively, set goals, and prioritize tasks. They become proficient in organizing their assignments, completing homework on time, and balancing their academic responsibilities with extracurricular activities. These skills are not only crucial for success in school but also for success in the real world. Independent individuals are more likely to be self-motivated, adaptable, and resilient, which are qualities that employers and universities value.In addition to academic and life skills, independence also fosters personal growth and self-confidence. When students are given the opportunity to make decisions and solve problems on their own, they develop a sense of autonomy and self-reliance. Theylearn to trust their abilities and believe in themselves. This newfound confidence extends beyond the classroom and positively impacts other aspects of their lives. Independent students are more likely to take on leadership roles, express their opinions, and pursue their passions. By nurturing independence in middle school, we are empowering students to become confident individuals who are capable of making a positive impact on the world around them.Now that we understand the importance of developing independence in middle school students, let's explore some practical tips on how to cultivate this valuable trait. First, it is essential to provide students with opportunities for decision-making and problem-solving. Assign projects that require students to think critically, make choices, and find solutions independently. Encourage them to take ownership of their learning by allowing them to set goals and create action plans. Second, foster a supportive and nurturing environment where students feel comfortable taking risks and making mistakes. Emphasize that failure is a stepping stone to success and encourage students to learn from their setbacks. Finally, provide guidance and support when needed, but also give students the space to figure things out on their own. By striking a balance between support and autonomy, we can help students develop the independence they need to thrive.In conclusion, developing independence in middle school students is crucial for their academic, personal, and professional growth. By fostering independence, we empower students to take ownership of their learning, develop essential life skills, and cultivate self-confidence. As educators and parents, it is our responsibility to provide students with the tools and opportunities they need to become independent individuals. Let us nurture their independence and watch them soar to new heights of success.。

作为一个大学生应该跟谁学主题英语作文When it comes to learning English, college students may find themselves pondering over an essential question: whom should I learn from? Should it be the proficient professor who has a wealth of theoretical knowledge, or perhaps the native-speaking friend who brings a practical approach to language acquisition?对于大学生来说，在学习英语的过程中，他们可能会思考一个至关重要的问题：我应该向谁学习？是那位拥有丰富理论知识的教授，还是那位能够带来实际语言学习经验的母语朋友呢？Each option has its unique merits.Professors provide a structured learning environment, where grammar rules and linguistic theories are systematically taught.On the other hand, learning from a native speaker allows students to immerse themselves in the language, picking up colloquialisms and cultural nuances along the way.每个选择都有其独特的优点。

教授提供了一个有组织的学习环境，在那里，语法规则和语言理论会被系统地教授。

另一方面，向母语人士学习让学生能够沉浸在语言中，同时学习到俚语和文化细微差别。