教育训练实务探讨

美发***

一.教育训理念

   1.基本概念
      教---为什么这样做.．教育---观念--谈为什么
      做---如何做. 训练---技巧--训练技巧
    *教育.训练同时存在,不可分割*

  2.行业现况
      现场设计师---会做不会教
      技术老师-----会教不会做
      实务老师-----会教也会做*

     管理处------教(知识可以教)
     现场------做经验无法教.只能传授.由学生意会.

   老师角色:
      必须先将经验转成知识(编成教案，具备逻辑性)才能教,在教育时，所例举的实务经验案例，作为学生参考，印证所教之知识，强化学生了解，达抛砖引玉的效果，引发学生思考，激发学生学会后,执行的动力。

    学生角色:
      需将所学的知识,(老师传授的某种经验),经自己思考从执行中摸索，从失败中学习经验。

  二.老师自我定位


      1. 学生会不会---是老师的责任.
      2. 学生好不好---是学生的责任.

         传道----做人的道理
         授业----技术
         解惑----实务状况解析

         师父……教做人做事的道理
         师傅……教做事的技巧

      3. 教学相长----不忘学生优点，赚钱学经验,学学生经验。

  三. 教学内容编排

      1. 知识----教学大纲.沿革
      2. 技巧----如何使用知识
      3. 经验----协助学生理解.强化知识印证.
        *经验为串联知识与技巧的工具

  四. 教学程序

    分割.
      1.示范时边做边说重点.
      2.学生边练习并覆颂重点. (老师边问学生为什么这样做) .因学生平常只按自己所理解的做.。
      3.追踪辅导---没追踪,无法解惑.，学生不练,是因为挫折未被解惑.。

  五.老师教学技巧进阶：


     1. 如何表达—练口才（学面对）

     2. 如何引起学生兴趣----生活化,掌握气氛(与现场结合)

     3. 如何让学生了解----深入浅出,真正知道意涵或体会.

     4. 回去会不会做----需激励学生，思考学生个别差异，给予鼓励(激励j五心. 自尊心、好奇心、恐惧心、利益心、模仿心)

     5. 只说重点,原则，学生自行发挥----已融会贯通.

     6. 有问题才回答，不提问题不教----时机比方法重要.

     7. 连教都不必教，学生即可意会。主动学习---已建立内在自信.(学生即可自行揣摩,自省学习)
1. Education and Training Philosophy

   1. The basic concepts of
      Education --- Why do .. Education --- ideas - to talk about why the
      To do --- what to do. Training --- Skills - Training Skills
    * Education. Training exist, indivisible *

  2. Industry Status
      On-site designers do not teach ---
      Technology teachers teach not going to do -----
      Practice will teach the teachers will do * -----

     Management Office ------ Education (knowledge can teach)
     ------ Do not teach on-site experience. Can only be taught. By the students realize.

   The teacher's role:
      Experience must first be converted to knowledge (compiled lesson plans, with logic) in order to teach, in the education, practical experience of the enumerated cases, as a student reference, demonstrates the knowledge taught to strengthen the students understanding of the effect of up to attract valuable comments, triggering students to think and inspire students to learn, the implementation of the power.

    Student Role:
      Need to be learned knowledge, (the teacher to impart some kind of experience), after reflection from the implementation of their own to grope, from the failure of learning experience.

  2. A teacher of self-positioning


      1. Students will not be --- a teacher's responsibility.
      2. The students is good --- the student's responsibility.

         Preaching the truth in life ----
         Tuition ---- Technology
         FAQ ---- Practices analytic situation

         Master ... ... teach a man to do things the truth
         Master ... ... to teach the skills to do things

      3. Both teaching and learning of students ---- forget the advantages of money learning experience, learning experience of students.

  3. Teaching is presented in

      1. Knowledge ---- syllabus. History
      2. ---- How to use the knowledge and skills
      3. Experience ---- to help students to understand. Strengthen the knowledge confirmed.
        * Experience, knowledge and skills of tools for serial

  4. Teaching Procedures

    Segmentation.
      1. A demonstration of his mouth while doing the focus.
      2. Students to focus on border exercises and follow-up song. (The teacher asked the students why the side to do so). Because the students usually only to do according to their own understanding..
      3. Tracking Service --- no tracking, no FAQ., Students do not practice because of frustration not FAQ..

  5. The teacher teaching skills Advanced:


     1. How to express - to practice eloquence (learn to face)

     2. How to arouse students interest in ---- life, and grasp the atmosphere (and on-site binding)

     3. How to make students understand ---- a simple and really knows the meaning or experience.

     4. Go back and will need to motivate students to do ---- to think about individual differences of students given incentives (incentives j 5 hearts. Self-esteem, curiosity, fear, heart, the interests of heart, imitation heart)

     5. Just that the emphasis, in principle, the students play their part ---- has been in context.

     6. There are problems before I answer, not to mention the problem is not the time to teach ---- important than the method.

     7. Even to teach do not need to teach, students can realize. Active Learning has been established --- the inner self-confidence. (Students can try to figure out on their own, self-reflection learning)

美发***

文章由美一天论坛翻译