Of course, good teachers sense when students are struggling or progressing, and they adjust accordingly. Students with disabilities have individual needs that should be addressed. But a comprehensive review commissioned by the Association for Psychological Science concluded that there's essentially no evidence that customizing instruction formats to match students' preferred learning styles leads to better achievement. This is a knock not on teachers─we are teachers ourselves─but on human intuition, which finds the claim about learning styles so self-evident that it is hard to see how it could be wrong.
当然,对于正在努力或者正取得进步的学生,优秀的教师是能够感知到的,他们会对教学做出相应的调整。对于学习有障碍的学生,他们的需求应该单独处理。不过一项受托于美国心理科学协会(Association for Psychological Science)所做的全面审查结果显示,没有实质的证据表明为适应学生喜欢的学习方式而制定个性化的教学方式可以让学生取得更好的学习成绩。这不是对老师的一个打击──我们自己就是老师──而是对人类直觉的叫板。我们的直觉认为有关学习方式的主张都是不言自明的,很难看得出它有什么不对的地方。
Our own surveys of the U.S. population have found even more widespread belief in myths about the brain. About two-thirds of the public agreed with the 10% myth. Many also believed that memory works like a video recording or that they can tell when someone is staring at the back of their head.
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