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ParticipationintheClassroomTakingpartintheclassroomisnotonlyacceptedbutalsoexpectedof...
Participation in the Classroom Taking part in the classroom is not only accepted but also expected of students in many courses. Some professors base part of the final grade on the student‘ s taking part in orally.
Although there are formal lectures during which the student has a passive role (i. e. listening and taking notes), many courses are organized around classroom discussions, student questions, and informal lectures. In graduate seminars the professor has a "managing" role and the students make presentations and lead discussions. The students do the actual teaching in these seminars. A professor‘s teaching style is another factor that determines the degree and type of student participation. Some professors prefer to control discussion, while others prefer to guide the class without dominating it. Many professors encourage students to question and challenge their ideas. Students who make opinions that are different from the professor‘s point of view should be prepared to support their positions. In the teaching of science and mathematics, the dominant mode of instruction is generally traditional, with teachers presenting formal lectures and students taking notes. However, new educational trends have emerged in the humanities and social sciences in the past two decades.
Students in education, sociology, and psychology classes, for example, are often required to solve problems in groups, design projects,make presentations, and examine case studies. Since some college or university courses are " practical" rather than theoretical, they stress "doing" and engagement. 展开
Although there are formal lectures during which the student has a passive role (i. e. listening and taking notes), many courses are organized around classroom discussions, student questions, and informal lectures. In graduate seminars the professor has a "managing" role and the students make presentations and lead discussions. The students do the actual teaching in these seminars. A professor‘s teaching style is another factor that determines the degree and type of student participation. Some professors prefer to control discussion, while others prefer to guide the class without dominating it. Many professors encourage students to question and challenge their ideas. Students who make opinions that are different from the professor‘s point of view should be prepared to support their positions. In the teaching of science and mathematics, the dominant mode of instruction is generally traditional, with teachers presenting formal lectures and students taking notes. However, new educational trends have emerged in the humanities and social sciences in the past two decades.
Students in education, sociology, and psychology classes, for example, are often required to solve problems in groups, design projects,make presentations, and examine case studies. Since some college or university courses are " practical" rather than theoretical, they stress "doing" and engagement. 展开
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参与课堂参与课堂不仅接受了但还预期在许多课程的学生。一些教授基础部分的期末成绩的学生参加口头。
虽然有正式的讲座中,学生有一个被动的角色(即听和做笔记),许多课程都是围绕课堂讨论,学生提问和非正式的讲座。在研究生的讨论课上,教授有一个“管理”的角色和学生发言并展开讨论。学生们做实际的教学在这些研讨会。一个教授的教学风格是另一个因素决定的程度和类型的学生参与。一些教授喜欢控制讨论,而其他人则喜欢引导类,而不是控制它。许多教授鼓励学生对自己的观点提问并发出挑战。
让学生与教授相反意见的的观点应该准备支持他们的立场。在理科和数学的教学中,教学的主导模式通常是传统的,老师讲课,学生记笔记。然而,新的教育趋势已经出现在人文和社会科学在过去的二十年。
学生在教育、社会学和心理学课程,例如,往往需要解决问题的团体,设计项目,使演示,并检查的案例研究。因为一些学院或大学的课程是“实际的”,而不是理论,他们强调“做”和参与。
虽然有正式的讲座中,学生有一个被动的角色(即听和做笔记),许多课程都是围绕课堂讨论,学生提问和非正式的讲座。在研究生的讨论课上,教授有一个“管理”的角色和学生发言并展开讨论。学生们做实际的教学在这些研讨会。一个教授的教学风格是另一个因素决定的程度和类型的学生参与。一些教授喜欢控制讨论,而其他人则喜欢引导类,而不是控制它。许多教授鼓励学生对自己的观点提问并发出挑战。
让学生与教授相反意见的的观点应该准备支持他们的立场。在理科和数学的教学中,教学的主导模式通常是传统的,老师讲课,学生记笔记。然而,新的教育趋势已经出现在人文和社会科学在过去的二十年。
学生在教育、社会学和心理学课程,例如,往往需要解决问题的团体,设计项目,使演示,并检查的案例研究。因为一些学院或大学的课程是“实际的”,而不是理论,他们强调“做”和参与。
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