時(shí)間：2011-11-08 20:34來(lái)源：藍(lán)天飛行翻譯 作者：航空 點(diǎn)擊：次
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Active student participation can be achieved through the instructor's use of questions. Questions may be used to determine the experience and background of the students (so the lecture can be tailored to their needs), to add variety and stimulate interest, or to check student understanding. The lecture is the most economical of all teaching methods in terms of the time required to present a given amount of material. To insure that all students have the necessary background to learn a subject, the instructor can present the basic information in a lecture. In this way, students with varied backgrounds can be offered a common understanding of principles and facts. Although the lecture method can help the instructor meet the special challenges just discussed, it does have drawbacks. Too often the lecture does not provide for student participation and, as a consequence, many students will sit back and let the instructor do all the work. Learning is an active process, and the lecture method tends to foster passiveness. Many instructors find it difficult to hold the attention of all students in a lecture lasting throughout the class period. Because of this factor, an instructor needs considerable skill in speaking to achieve desired learning objectives through the lecture method. 3.5 THE GUIDED DISCUSSION METHOD Because a guided discussion is particularly adapted to student participation, instructors should use it whenever possible, especially when dealing with small groups. In a group discussion, the student can fulfill personal needs by working with other students. The high morale and group consciousness resulting from cooperative effort stimulate the students to display initiative and to think creatively. 3.5.1 Kinds of Questions In the guided discussion, learning produced through the skillful use of questions which can be categorized by functions and characteristics. Understanding these distinctions helps the instructor become a more skilled user of questions. The instructor often uses a question to open up an area for discussion. This is the leadoff question, and its function is indicated by its name. After the discussion develops, the instructor may ask a follow up question to guide the discussion. The reasons for using a follow up question may vary. For example, it may be desirable for a student to consider an idea more deeply or to explain something more thoroughly, or there may be a need to bring the discussion back to a point from which it has strayed. |
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