Teaching and learning can be effective in a number of ways – some of them superficial with short survival half-lives and others reaching quite deeply into students minds with much longer survival spans. Much has been written about the various forms of teaching and learning pedagogies and what makes them effective. Based on over four decades of teaching college students in a wide range of business schools, one of the authors of this introduction proposes a simple three-level taxonomy of teaching and learning pedagogies with different abilities to engage and teach students. The first level is the familiar lecture and class discussion format. This format is effective in conveying basic information to students but the learning outcomes commonly seem short lived and generally with low levels of student engagement. The second level involves many pedagogies, such as case-based teaching, and focused individual class projects, where students are able to exercise their individual abilities and get highly engaged in the learning process. The resulting learning tends to be deeper than the first level and has longer half-lives. The third level are pedagogies that involve experiential learning where students participate in structured experiences designed to teach selected relevant skills – as in a study abroad program or in projects to develop, recommend, and implement programs in specific companies or other organizations. Such experiential learning can be very effective, and the lessons learned are often deep enough to impact a student’s value system with the learned behavior becoming instinctive. Experiential learning pedagogies tend, however, to be expensive, time consuming, and challenging to implement. Needless to say, each of the pedagogies used at each of these three levels of learning and engagement must reflect instructor skills and the nature and mix of students in a class. For international business teaching and learning, experiential learning is often invaluable in teaching and learning skills needed in cross-cultural interactions that are critical for success in global business. Indeed, experiential learning is an important and essential element for IB education because the contextual richness and behavioral dimensions of international

中文翻译：

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在IB教育中实施体验式学习的挑战

教与学可以通过多种方式有效-其中一些方法肤浅，半衰期短，而另一些方法则可以更长的生存期深入学生的脑海。关于各种形式的教与学教学法以及如何使它们有效的知识很多。本导论的作者基于在广泛的商学院中对大学生进行的四十年教学，提出了一种简单的三级教学法教学法，具有不同的参与和教学能力。第一层是熟悉的讲座和课堂讨论形式。这种格式可以有效地向学生传达基本信息，但是学习成果通常是短暂的，而且通常学生参与度较低。第二级涉及许多教学法，例如基于案例的教学和针对性的个人课堂项目，在这些课程中，学生能够锻炼自己的个人能力并高度参与学习过程。由此产生的学习往往比第一级更深入，并且半衰期更长。第三级是涉及体验式学习的教学法，学生将参加旨在教授选定的相关技能的结构化体验，例如出国留学计划或在特定公司或其他组织中开发，推荐和实施计划的项目。这种体验式学习可能非常有效，并且所学的课程通常足够深刻，以至于学习到的本能会影响学生的价值体系。但是，体验式教学法往往很昂贵，既费时又难以实施。毋庸置疑，在学习和参与这三个层次中的每一个层次上使用的每种教学法都必须反映出教师的技能以及班级学生的性质和组成。对于国际商务教学而言，体验式学习通常是跨文化互动中所需的教与学技能的宝贵力量，而跨文化互动对于全球商务的成功至关重要。的确，体验式学习是IB教育的重要和必不可少的要素，因为国际背景知识的丰富性和行为层面 对于国际商务教学而言，体验式学习通常是跨文化互动中所需的教与学技能的宝贵力量，而跨文化互动对于全球商务的成功至关重要。的确，体验式学习是IB教育的重要和必不可少的要素，因为国际背景知识的丰富性和行为层面 对于国际商务教学而言，体验式学习通常是跨文化互动中所需的教与学技能的宝贵力量，而跨文化互动对于全球商务的成功至关重要。的确，体验式学习是IB教育的重要和必不可少的要素，因为国际背景知识的丰富性和行为层面