第一部分（邹晓辉指定的双语概要课程）：

The first part (the bilingual outline course designated by Xiaohui Zou ):

成人教育学(马尔科姆·诺尔斯) 

Andragogy (Malcolm Knowles)

诺尔斯的成人教育学理论试图发展一种专门针对成人学习的理论。诺尔斯强调，成年人是自我导向的，并期望对决策负责。成人学习计划必须适应这一基本方面。  

Knowles’theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.

成人教育学对学习的设计做了如下假设:(1)成人需要知道他们为什么需要学习一些东西，(2)成人需要从经验中学习，(3)成人将学习视为解决问题，(4)当主题具有直接价值时，成人学习得最好。

Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.

实际上，成人教育学意味着成人教育需要更多地关注过程，而不是教授的内容。案例研究、角色扮演、模拟和自我评估等策略是最有用的。教师扮演的是促进者或资源的角色，而不是讲师或评分者。  

In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.

应用 Application

成人教育学适用于任何形式的成人学习，并已广泛用于组织培训项目的设计(尤其是“软技能”领域，如：管理发展).  Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for “soft skill” domains such as management development).

例子 Example

诺尔斯 (1984年，附录D)提供了一个将成人教育学原理应用于个人计算机培训设计的例子:  

Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training:

需要解释为什么要教授特定的内容(例如，某些命令、功能、操作等)。

There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)

教学应该以任务为导向，而不是死记硬背——学习活动应该在要执行的共同任务的背景下进行。 

Instruction should be task-oriented instead of memorization — learning activities should be in the context of common tasks to be performed.

教学应考虑到学习者的各种不同背景；学习材料和活动应考虑到不同级别/类型的计算机使用经验。 

Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.

由于成年人是自我导向的，教学应该允许学习者自己发现事物，在犯错误时提供指导和帮助。

Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.

(参见计算机对于这个主题的进一步讨论)。

(See computers for further discussion of this topic).

原则 Principles

1. 成人需要参与计划和评估他们的教学。

   Adults need to be involved in the planning and evaluation of their instruction.
   

2. 经验(包括错误)为学习活动提供了基础。
   

   Experience (including mistakes) provides the basis for learning activities.

3. 成年人最感兴趣的是学习与他们的工作或个人生活直接相关的科目。
   

   Adults are most interested in learning subjects that have immediate relevance to their job or personal life.

4. 成人学习是以问题为中心，而不是以内容为导向。
   

   Adult learning is problem-centered rather than content-oriented.

参考 References

• 诺尔斯博士(1975年)。自我导向学习。芝加哥:福利特。

  Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.

• 诺尔斯博士(1984年)。成人学习者:一个被忽视的物种(第3版。)。休斯顿:海湾出版公司。

  Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston: Gulf Publishing.

• 诺尔斯博士(1984年)。成人教育学在行动。旧金山:乔西-巴斯。

  Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

第二部分（邹晓辉示范的双语拓展课程）：

The second part (the bilingual extension course demonstrated by Xiaohui Zou ):

一、成人学习理论-成人教育学

The Adult Learning Theory - Andragogy

马尔科姆·谢泼德·诺尔斯(1913-1997)是一位美国教育家，因使用这个术语而闻名成人教育学-与成人教育同义。根据马尔科姆·诺尔斯的说法，成人教育学是成人学习的艺术和科学，因此成人教育学指任何形式的成人学习。(Kearsley，2010年)。

Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to adult education. According to Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning. (Kearsley, 2010).

术语成人教育学可以等同于术语教育学。成人教育学在希腊语的意思是男人引领，相比之下，教育学在希腊语中的意思是孩子引领。然而，应该指出的是，教育学这一术语自古希腊时代就已使用，而在1833年，德国教育家亚历山大·卡普首次使用成人教育学这一术语。

The term andragogy can be supposedly equivalent to the term pedagogy. Andragogy in Greek means man-leading in comparison to pedagogy, which in Greek means child-leading. However, it should be noted that the term pedagogy has been used since the Ancient Greek times, while Alexander Kapp, a German educator, first used the term andragogy in 1833.

二、诺尔斯对成人学习者的5个假设

在1980年，诺莱斯做了4假设关于成人学习者（成人教育学)的特征，不同于对儿童学习者的假设(教育学)。

在1984年，诺莱斯增加了第5个假设。

Knowles’5 Assumptions Of Adult Learners

In 1980, Knowles made 4 assumptions about the characteristics of adult learners (andragogy) that are different from the assumptions about child learners (pedagogy).

In 1984, Knowles added the 5th assumption.

1. 自我概念

随着一个人的成熟，他/她的自我概念从依赖型人格向自我导向型人格转变。

Self-Concept

As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being.

2. 成人学习体验

随着一个人的成熟，他/她积累了越来越多的经验，这些经验成为越来越多的学习资源。

Adult Learner Experience

As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.

3. 乐于学习

随着一个人的成熟，他/她的学习意愿越来越倾向于他/她的社会角色的发展任务。

Readiness to Learn

As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.

4. 学习取向

随着一个人的成熟，他/她的时间观从推迟知识的应用转变为立即应用。结果，他/她的学习取向从以学科为中心转变为以问题为中心。

Orientation to Learning

As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.

5. 学习动机

随着一个人的成熟，学习的动力是内在的(诺莱斯1984:12).

Motivation to Learn

As a person matures the motivation to learn is internal (Knowles 1984:12).

三、诺尔斯成人教育学的4个原则

在1984年，诺莱斯暗示的4项原则应用于成人学习：

Knowles’4 Principles Of Andragogy

In 1984, Knowles suggested 4 principles that are applied to adult learning:

1. 成人需要参与计划和评估他们的教学。

2. 经验(包括错误)为学习活动提供了基础。

3. 成年人最感兴趣的是学习与他们的工作或个人生活有直接关联和影响的科目。

4. 成人学习是以问题为中心，而不是以内容为导向。(克尔斯利，2010年)

Adults need to be involved in the planning and evaluation of their instruction.

Experience (including mistakes) provides the basis for the learning activities.

Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.

Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)

四、成人学习的七个原则

包括：自我导向、转变、体验、指导、心理定位、动机和准备学习。

The seven principles of adult learning include self-direction, transformation, experience, mentorship, mental orientation, motivation, and readiness to learn.

五、成人教育学在个人计算机培训中的应用

诺莱斯(1984)提供了一个应用的例子成人教育学原理个人电脑培训的设计:

1. 1. 需要解释教授特定内容的原因(例如，某些命令、功能、操作等。)

2. 2. 教学应该以任务为导向，而不是促进记忆-学习活动应该在其他人执行的共同任务的背景下进行。

3. 3. 教学应考虑到学习者的各种背景；学习材料和活动应考虑到不同级别/类型的计算机使用经验。

4. 4. 由于成人是自我导向的，教学应该允许学习者自己发现事物和知识，而不依赖于他人。

5. 然而，学生在犯错误时应该得到指导和帮助。

6. Application of Andragogy in Personal Computer Training

7. Knowles (1984) provides an example of applying andragogy principles to the design of personal computer training:

8. There is a need to explain the reasons specific things are being taught (e.g., certain commands, functions, operations, etc.)

9. Instruction should be task-oriented instead of promoting memorization -- learning activities should be in the context of common tasks to be performed by the others.

10. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.

11. Since adults are self-directed, instruction should allow learners to discover things and knowledge for themselves without depending on people. However, learners should be offered guidance and help when mistakes are made.