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Participation in the Classroom(課堂參與)
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.
課堂參與
課堂參與對(duì)學(xué)生來說不僅是可以接受的，而且是他們所期望的，這在許多課程中都是如此。一些教授把學(xué)生課堂上做的口頭發(fā)言作為期末成績的一部分。盡管在一些正式的講座中，學(xué)生扮演一個(gè)被動(dòng)的角色(他們聽講、做筆記)，但在許多課程中，教師還是采用課堂討論，學(xué)生提問和非正式演講的形式。在研究生的討論課上，教授扮演著“管理”角色，而由學(xué)生們發(fā)言并展開討論。在這樣的討論課上，實(shí)際上是學(xué)生們?cè)谶M(jìn)行教學(xué)。
一個(gè)教授的教學(xué)風(fēng)格是決定學(xué)生參與形式和程度的另一個(gè)因素
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