本書是關(guān)于老師和成人學(xué)習(xí)觀察者對于“學(xué)習(xí)如何學(xué)習(xí)”這一命題的思想和實踐記錄。
這是一本成人教育藝術(shù)見解的個人集錦，這些見解來自于一個在中國工作二十多年的外國人的視角。
寫這本書的目的不是想教一種技能，而是去記錄老師和成人學(xué)習(xí)觀察者的一段個人旅程。在這旅程之中，寓教于樂，教學(xué)合一，闡釋教與學(xué)的黃金理念和法則。
什么是“學(xué)習(xí)時刻”？
成人學(xué)習(xí)的時間、地點和時節(jié)是怎樣呢？
本書拋開程式化的無趣說教，
著力破解教與學(xué)的密碼。
吳松發(fā)，澳大利亞查爾斯達(dá)爾文大學(xué)工商管理碩士，酒店、旅游顧問。
曾就職于喜來登集團、香格里拉集團、海逸國際酒店管理公司。
目前從事酒店、旅游項目管理咨詢服務(wù)，客戶遍及中國各省市酒店集團，包括中國首旅建國酒店集團、戴斯酒店集團等。
同時，開發(fā)與培訓(xùn)旅游相關(guān)項目和課程，曾為法國商學(xué)院研究生班、中國-澳洲MBA班、世界旅游組織(WTTC)、新加坡南洋理工學(xué)院等制定培訓(xùn)課程。
在《國際接待業(yè)管理雜志》發(fā)表多篇文章。
榮獲“首都旅游紫禁杯”獎，ITT全球個人酒店管理開發(fā)獎。
目錄(中文)
散步 / 002
我發(fā)現(xiàn)散步是一個傳授知識和經(jīng)驗的好時機。當(dāng)然，環(huán)境必須非常自然，而一個有經(jīng)驗的老師也知道散步是學(xué)習(xí)的好機會。
提問 / 008
一個問題，措辭和提問的時間都恰到好處，有時會比直接教授更有效。這符合以解決問題為導(dǎo)向的成人學(xué)習(xí)法則。
教一個人 / 014
靈感啟發(fā)、輔導(dǎo)和樹立榜樣，有目標(biāo)又積極地做好這三件事，將是一對一教學(xué)成功的關(guān)鍵。
風(fēng)格 / 020
一個好老師可以逐漸形成自己的獨特風(fēng)格。如果你仍然在學(xué)習(xí)階段，只需著裝合適、瀟灑些；如果你還不是一位好老師，你看著越特殊，在你的學(xué)生眼中你就越糟糕。
建立融洽的關(guān)系 / 030
老師和學(xué)生在課上和課后繼續(xù)保持聯(lián)系會對學(xué)生產(chǎn)生影響，這種影響是課堂內(nèi)容所不能及的。
故事 / 036
故事可以激發(fā)興趣，使一個概念很容易被記住。它創(chuàng)造了迫切期待的氛圍，使老師和學(xué)生感覺合一。
學(xué)習(xí)的間歇 / 046
在學(xué)習(xí)期間，一個人必須停頓一下才能思考。當(dāng)我們停下來，我們的思考開始激蕩，我們就開始在大腦中處理我們學(xué)到的信息，推斷、總結(jié)并深刻理解。
地點 / 052
學(xué)習(xí)的場所可能并不是教室。每個人都可以是老師，也可以是學(xué)生，任何地方都可以學(xué)習(xí)和教學(xué)。
時間 / 060
什么時候你睡得最香？什么時候你吃得最有滋味？什么時候你學(xué)習(xí)得最有效率？什么時候你的學(xué)生“準(zhǔn)備好”學(xué)？
結(jié)課 / 066
我喜歡用一個故事或者一些具有挑戰(zhàn)的、難忘的事情去結(jié)束我的課程，以此來引發(fā)學(xué)生思考：“我必須做什么？”
停頓 / 072
停頓可以讓學(xué)生在恰當(dāng)?shù)臅r候思考，“學(xué)習(xí)時刻”就在此時發(fā)生，這是學(xué)習(xí)過程中最重要的部分。
目光接觸 / 078
當(dāng)你向一個方向看，將目光集中在一個人身上，好像你跟他一對一講話。這是目光接觸最簡單的方法。
切入點 / 084
大多數(shù)時候，別人從你開口的前幾分鐘來判斷是否值得繼續(xù)聽下去。
游戲和練習(xí) / 090
每一個老師都應(yīng)該熟悉游戲和練習(xí)。游戲的頻率取決于它如何更好地幫助學(xué)習(xí)。
DUA / 096
DUA 代表：發(fā)現(xiàn)(discover)、理解(understand)和應(yīng)用(application)。
知識 / 102
大多數(shù)情況下，教知識就等于在浪費時間。我們應(yīng)該授之以漁而非授之以魚，否則，我們就是在縱容學(xué)生的懶惰。
技能 / 108
在教技巧時有三個重點：首先，學(xué)生認(rèn)識到自己有一個問題需要解決；其次，有一個激發(fā)學(xué)生學(xué)習(xí)興趣的方法；第三，學(xué)生感覺“這對我很重要”。
習(xí)慣 / 116
一個更高級的學(xué)習(xí)模式是使得學(xué)生確信他們應(yīng)把學(xué)習(xí)當(dāng)作一種習(xí)慣。
方法 / 120
平庸的老師灌輸，好的老師解釋，的老師演示，偉大的老師啟發(fā)。
計劃 / 124
教學(xué)準(zhǔn)備的一部分就是思考。思考教的對象、教的內(nèi)容、希望學(xué)員學(xué)到什么，以及這些如何進行。
觀察 / 130
教學(xué)的目的在于令學(xué)生在工作中有意愿并且有能力表現(xiàn)出色。好老師必須是一個觀察大師，他必須能夠觀察到別人無法覺察到的。
精通 / 136
精通應(yīng)該是學(xué)習(xí)的更高目標(biāo)。
好的 / 140
在某一個領(lǐng)域中，與一個博學(xué)的行家一起工作，是好的學(xué)習(xí)方法。
學(xué)習(xí) / 152
老師應(yīng)該如何學(xué)習(xí)和成長？你的學(xué)習(xí)之旅規(guī)劃好了嗎？你是一個學(xué)習(xí)型老師嗎？
徒弟 / 158
作為老師，花時間和精力去教一個徒弟，是提高自身技能的好訓(xùn)練之一。
學(xué)？還是教？ / 164
大多數(shù)時候，我們把重點放在如何教上，我認(rèn)為，老師必須先理解學(xué)生是如何學(xué)的。
寫作 / 170
一個好老師必須是一個好作者。通過結(jié)合書面教學(xué)和口頭教學(xué)，把學(xué)習(xí)帶入更深的層次。
身體 / 176
當(dāng)老師身體健康，并且看起來有精神，學(xué)生會愛上學(xué)習(xí)。
書 / 180
讀一本你專業(yè)領(lǐng)域內(nèi)好的老書，可以確保你得到一個而正確的理念。
課題 / 186
完成課題是成人學(xué)習(xí)的好辦法。可以是一人完成，也可以是一個團隊一起完成。
措辭 / 192
在你的教學(xué)中，用什么措辭可以促進學(xué)生的學(xué)習(xí)呢？
學(xué)習(xí)時刻 / 198
突然明白的那一刻，就是學(xué)習(xí)時刻，或者當(dāng)我們開始全神貫注于該課題時，這也是學(xué)習(xí)時刻。
天賦、激情、能力和時節(jié) / 204
在討論學(xué)習(xí)和教學(xué)時，不可能脫離人的天賦、激情、能力和時節(jié)這些要素。
我的觀察 / 216
我觀察教和學(xué)二十多年，有一些個人的見解，并從這段經(jīng)歷中學(xué)到一些東西。
結(jié)語 / 254
解決正確的問題遠(yuǎn)比解決問題本身更重要。
Content(英文)
Walk / 004
I have found that arranging time to go for walks with people is a good time to impart lessons. But the setting must be very natural, and a skillful teacher knows that walking is a good learning situation.
Questions / 010
Phrased correctly, and asked at the right time, it is sometimes better than teaching. This is aligned to the fact that adults learn better when it is problem oriented.
One / 016
Inspiration, counsel, and example, these three, intentionally pre-purposed and done well, will be the key to man-to-man training.
Style / 023
Inspiration, counsel, and example, these three, intentionally pre-purposed and done well, will be the key to man-to-man training.
Rapport / 032
The rapport established in the class and continual rapport after class will influence the learner in a way the content of the class cannot.
Stories / 040
Stories create interest, and make a concept easy to remember. It creates an environment of fruitful anxiety and a sense of commonness amongst both teacher and learner.
Learning Stoppers / 048
One must stop to think when one is learning. When we stop, our thinking gets a jolt and we start to process what we are learning, we begin to conclude, crystallize, and to deeply understand.
Where / 055
The best place for learning is probably not in the classroom. Everyone is a teacher or a learner. Everywhere is a place to learn and teach.
When / 062
When do you sleep best? When do you eat best? When do you learn best? When is your learner “most ready” to learn?
Close / 068
I like to end with a story or with something really challenging and memorable. I like to make the learners think. I like to put them in a position when they are thinking, “What must I do?”
Pause / 074
The pause allows the learners to think at the right moment. This is when the learning moment takes place. It is the most important part of learning.
Eye Contact / 080
When you are looking in one direction, focus on one person as though you are talking to him. That is the easiest way to develop eye contact.
The Entry / 086
Most of the time whether you are worth learning from can be decided from the first few minutes when you open your mouth.
Games and Exercise / 092
Every trainer should be familiar with games and exercises. How often he uses it will depend on how well it helps the learner learn.
DUA / 098
In our case DUA stands for Discover, Understand, Apply.
Knowledge / 104
Teaching knowledge is mostly a waste of time because we are replacing their laziness by carrying water from the well for him rather than telling him where the well is.
Skills / 111
the key in teaching skills is in three areas, the learner’s realization of their own need to solve a problem, the method that excites the learner, and the reality that it is important to me.
Habit / 117
One of the higher forms of learning is when students are so convinced of something they form it as a life habit.
Methods / 121
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.
Plan / 126
actually a part of preparation is thinking. Just thinking about the learners, the content, what they should be learning, and how this is going to happen.
Observation / 132
A learner’s ability and willingness to perform well on the job is what teaching is all about. The teacher must be a master at observation. He must be able to see what others cannot see.
Mastery / 137
Mastery should be the greater ambition of learning.
The Best / 144
Working together with a much more senior person in the same field is the best learning method.
Learn / 154
How does a teacher learn and grow? Is your learning journey well mapped out? Are you a learning teacher?
Disciples / 160
The time and effort a teacher takes to teach a disciple is probably one of the most useful practice a teacher can have to improve his skill as a teacher.
Learn? Teach? / 166
Most times we start to focus on how we teach. I think we have to start with understanding how our learner learns.
Write / 172
A good teacher must also be a good a writer. Combining teaching through the written and spoken word engages brings learning to a deeper level.
Body / 177
When a teacher is fit, and appears fit, the learner is attracted to learn.
Books / 182
A good old book on the subject you are learning will ensure you have some authentic input on the subject.
Projects / 188
Projects are great ways for adults to learn. It can be a one-person project or in a team.
Phrases / 194
What phrases can enhance the learner’s learning in your teaching?
Learning Moment / 200
It happens when
we suddenly understand what it is. When our minds start to connect to the subject. It is at this time that the learning takes place in the mind of the student.
Talent, Passion, Capacity and Seasons / 208
It is not possible to discuss learning and teaching without mention of a human being’s talent, passion, capacity and seasons.
My Observations / 231
I have observed teaching and learning over two decades and here are some personal observations and lessons I have learnt.
Epilogue / 256
Trying to solve the right problem may be more important than just trying to solve any problem.
2. 提問
一個好的問題，讓你思考。
一個好的問題通常是提前準(zhǔn)備的。
一個問題的價值在于它引發(fā)你思考。
一個問題，措辭和提問的時間都恰到好處，有時會比直接告訴更加有效。這是符合以解決問題為導(dǎo)向的成人學(xué)習(xí)法則。簡而言之，一個提問就是一個需要解決的問題。
提問就是教。
色諾芬(希臘作家)
一個好老師，能問出好問題，也必然是一個能夠創(chuàng)造出引發(fā)學(xué)生深入思考問題的提問專家。
提問可以讓老師檢查學(xué)生是否理解，并且通過清除理解中的障礙來讓學(xué)習(xí)更有意義。
一個好的提問，會加深所探討主題的深度和廣度，當(dāng)然這取決于問題的質(zhì)量。
我發(fā)現(xiàn)在教學(xué)過程中，當(dāng)我事先準(zhǔn)備好了提問，我就會更加關(guān)注如何幫助學(xué)生理解，而不是去考慮下一步該教什么。
你為下次課程準(zhǔn)備好提問了嗎？
提問是你教學(xué)計劃的一部分嗎？
33.天賦、激情、能力和時節(jié)
Talent, Passion, Capacity and Seasons
在討論學(xué)習(xí)和教學(xué)時，不可能脫離人的天賦、激情、能力和時節(jié)這些要素。這四個要素成為我近年來思考的焦點，我試圖把影響學(xué)習(xí)和教學(xué)的四個可變因素放在一起，看它們?nèi)绾斡绊憣W(xué)和教。
1)天賦
天賦是一個人在某方面做得比大多數(shù)人要好的天然傾向，他在某個領(lǐng)域可能排在前百分之一到三。我所遇到的有天賦的人，通常在他們的工作中更具有藝術(shù)感。
老師承擔(dān)著更大的責(zé)任來識別學(xué)生的天賦，并培養(yǎng)他們天賦的發(fā)展。
當(dāng)天才不勤加努力時，艱苦努力的人將會戰(zhàn)勝天才。
亞歷克斯 弗格森
2)激情
從小他就夢想成為一名宇航員，整個成長歷程他都癡迷于太空。最終他進入了太空。
童年夢想最終成真的故事比比皆是。我們稱他們?yōu)槌錆M激情的人。
她是一名大學(xué)新生，告訴我她想成為一名人權(quán)活動家，為發(fā)展中國家的婦女爭取權(quán)益。她的眼睛和臉上的決心告訴我，她有這個激情，她選擇的課程將會幫助她實現(xiàn)夢想。每個假期，我都會聽到她正身處那種很少有人會考慮度假的地方。
她充滿激情，她選擇的每條路都富有激情包括去度假，讓一切不再只是個童年的夢想。
激情是一個想實現(xiàn)某個目標(biāo)時所表現(xiàn)出來的自然動力，是一個強烈的、熱情的、持久的愿望。
你的學(xué)生的激情表現(xiàn)在哪些方面？
3)能力
有的人管理三個人都很艱難，有的人卻能管好三十個。有些人在多個地點管理多個項目，仍然可以兼顧培養(yǎng)出很出色的兒女。而我認(rèn)識一些人，即使他們的工作很規(guī)律，責(zé)任也不多，在教養(yǎng)兒女方面仍然做得不好。
有些人的能力分值是三十，有些是六十，有些是一百。
我的學(xué)生不是每個人的能力都能達(dá)到一百分，所以我用不同的方式教他們學(xué)習(xí)。
4)時節(jié)
我最近才了解到這一點：萬物都有它的時間，教有教的時間，學(xué)有學(xué)的時間。當(dāng)教和學(xué)的時間碰在一起時，這，是正確的時節(jié)。
你的學(xué)生是不是處在學(xué)習(xí)的時節(jié)中？
33. Talent, Passion, Capacity and Seasons
It is not possible to discuss learning and teaching without mention of a human being’s talent, passion, capacity and seasons. These four elements became the focus of my thinking in the later years as I attempt to put in perspective the variables that influence learning and teaching.
Talent
Talent is mostly a natural inclination to do something better than most people. I would say probably the top one to three percent. For people who are talented usually I see them as becoming even artistic in their work.
The teacher has a higher responsibility to identify talents and foster the development of the learner’s talent.
Hard work will always overcome natural talent when natural talent does not work hard enough.
Alex Ferguson
Passion
Since childhood he has always wanted to be an astronaut. He grew up completely engrossed in space. He ended up going to space.
Stories of childhood dreams realization abound. Passionate people we call them.
She was a freshman in college. She told me she wanted to be a human rights activist to fight for the rights of women in developing countries. Her eyes and facial determination tells me she has passion. She has chosen a course that will bring her closer. Each vacation I would hear that she is somewhere in some place few people would consider to vacation.
She is passionate. Every road she chooses will only for her passion, including her vacation. No more just childhood dreams.
Passion is a natural drive to do and desire to stay on a subject, a strong desire, being extremely enthusiastic, and enduring.
What is your student’s passion?
Capacity
Some people struggle with managing three people, some flourish with thirty. There are those who have multiple projects in their hands in multiple locations and still can raise some great kids. I know of some who have done neither well even though they have regular jobs and not much responsibility. .
Some are thirty, some are sixty and the rest of the pack, one hundred.
My students are not all one hundred so I treat their learning differently.
Seasons
I have only learnt this recently. Everything has its time. There is a time to teach and a time to learn. When the time to teach and the time to learn meets. This, is the right season.
Is your student in a learning season?
1.Mr. Goh's career had been invested in China for decades. I hail him as a master trainer of his own kind. This book delineates some of his best nuggets of gold on learning and teaching; another hallmark of achievement. This is one of the most readerable book I have ever come across. Yet it leaves me with many after thoughts to reflect upon. David Chay, Health Psychologist, Singapore.
吳先生在中國的職業(yè)生涯已經(jīng)二十多年，被稱為自成一家的大師級老師。這本書描繪了一些他在教學(xué)和學(xué)習(xí)上的黃金理念；標(biāo)志著又一項成就。這是我所見過的很易讀的書之一，但它留給我許多思考。
-David Chay 健康心理學(xué)家
新加坡
2.In today’s busy world, few people take time to observe, reflect and learn. I agree too that life’s lessons are not learned in the formality of the classroom. Teachers can teach without students really learning. You ask the right questions in the midst of life’s experiences. Your book is not one of theoretical philosophy but communicates principles to be applied. I might add – you are teaching what you already have been practising! Of course we know who the greatest Master Teacher is. He was also the greatest learner, learning from the realities of life and of suffering. Jim Chew. Author and Mentor, New Zealand.
在當(dāng)今繁忙的世界，沒有幾個人會花時間去觀察，思考和學(xué)習(xí)。我很贊同，生命的課程不是在課堂的正規(guī)場合學(xué)習(xí)的。教師可以在學(xué)生無意識學(xué)習(xí)的時候教學(xué)。你在人生經(jīng)歷當(dāng)中問了正確的問題。你的書不是理論哲學(xué)，而是適用的交流原則。我想補充 – 你是在教你所操練的。我們當(dāng)然知道最偉大的教師是誰！。他也是最偉大的學(xué)習(xí)者，從苦難的生活和現(xiàn)實學(xué)習(xí)。
- Jim Chew 作者和導(dǎo)師
新西蘭
3.It is never easy for one to try to crystallize in words his teaching and learning journey. Let alone a journey of 20 over years, mostly interacting with adult learners. Mr. Goh has put in this book his personal thoughts accumulated through real life observations and hands-on experience, gems for us who are still on this journey. I enjoy reading them.
Ooi Inn Bok, Former Director International Division, Nanyang Polytechnic, Singapore.
教學(xué)和學(xué)習(xí)的旅程結(jié)晶從來不是輕而易舉的。更別說20多年的旅程中，多與成人學(xué)習(xí)者互動。這本書是吳先生通過真實的生活觀察和親身體驗，積累的他個人的思想和實際經(jīng)驗，對于我們?nèi)匀辉谶@場旅程中的人來說，它猶如珍寶。我很喜歡讀這本書。
- Ooi Inn Bok先生
前新加坡南洋理工學(xué)院國際主任
4.Consider yourself blessed if you are holding a copy of this book. The contents – writings, reflections, observations and learnings recorded mirror very much the author himself and his worldviews on learning and teaching. In my recollections, as a mentor, he often asks me questions without expecting to hear my answer. Instead, he allows for "the pause” to happen so that I can reflect while we continue our walk together or sip our coffee. Now, read it slowly...
Ho Tuck Leh, Business Operations Manager, HP Inc.
如果你讀到這本書應(yīng)該慶幸自己是有福的。內(nèi)容 – 包括文字、思考、觀察和學(xué)習(xí)記錄非常真實的映射出作者學(xué)習(xí)和教學(xué)的世界觀。在我的記憶中，他作為一位導(dǎo)師，經(jīng)常問我問題，而不希望聽到我的回答。相反，他允許“暫停”的情況發(fā)生，這樣我可以反思，而我們繼續(xù)我們的散步亦或品嘗我們的咖啡。現(xiàn)在開始慢慢讀吧...
Ho Tuck Leh先生
業(yè)務(wù)運營經(jīng)理 惠普公司
好書，推薦
我們盡情的學(xué)習(xí)吧，盡情在學(xué)習(xí)中得到提升，讓我們能夠在能努力的時候堅持下去！
對此次購買十分滿意，期待下次購買。建議大家閱讀0
蠻好的，還是中英文的
雙語版，每一節(jié)就幾句話，跟想象的不一樣。
包裝的很好，內(nèi)容還有看
成人教育，如何讓自己變得更優(yōu)秀。
非常值得一看的好書
挺好的，以前從來不去評價的，不知道浪費了多少積分，自從知道評論之后積分可以抵現(xiàn)金了，才知道評論的重要性，積分的價值，后來我就把這段話復(fù)制了，走到哪里，復(fù)制到哪里，既能賺積分，還非常省事，特別是不用認(rèn)真的評論了，又健康快樂又能么么噠，哈哈哈。
非常滿意，很喜歡
一直都覺得自己挺上進的，但總學(xué)不好，原來是自己缺乏學(xué)習(xí)的方法了。
整體上感覺不錯不錯了。
感覺很滿意
包裝完好，投遞速度快，書品不錯。
很好啊，很好啊，很好啊，很好啊，很好啊，很好啊，很好啊，很好啊，很好啊，
挺好的，多多鉆研學(xué)習(xí)下
寫這本書的目的不是想教一種技能，而是去記錄老師和成人學(xué)習(xí)觀察者的一段個人旅程。在這旅程之中，寓教于樂，教學(xué)合一，闡釋教與學(xué)的黃金理念和法則。
中英對照，還沒看，排版看著挺輕松的。
導(dǎo)師前輩人生智慧，值得好好學(xué)習(xí)。
不錯，值得好好看看，學(xué)習(xí)。。。。。。，，。。。，，，
挺實用的一本書。
還沒太仔細(xì)看希望會有收獲^_^
有中英文一起對照看挺好。內(nèi)容也不錯，畢竟是前輩親身經(jīng)歷過的體會，有些很認(rèn)同。
買時沒留意，原來是雙語的，行吧，有空可以學(xué)學(xué)英語
學(xué)習(xí)如何學(xué)習(xí)，雙語版，英語與漢語。有所不足的的是，英文翻譯不夠?qū)I(yè)。
很好，見解很讓人感動，文字充滿力量，我還要繼續(xù)多多讀，總之這是一本好書！
有內(nèi)容的一套書。慢慢讀，慢慢學(xué)習(xí)。有內(nèi)容的一套書。慢慢讀，慢慢學(xué)習(xí)。
