首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Today, American colleges and universities are under strong attack from many quarters. Teachers, it is charged, are not doing a g
Today, American colleges and universities are under strong attack from many quarters. Teachers, it is charged, are not doing a g
admin
2013-01-20
77
问题
Today, American colleges and universities are under strong attack from many quarters. Teachers, it is charged, are not doing a good job of teaching, and students are not doing a good job of learning. American businesses and industries suffer from unenterprising, nncreative executives educated not to think for themselves but to mouth outdated truism the rest of the world has long discarded. College graduates lack both basic skills and general culture. Studies are conducted and reports are issued on the status of higher education, but any changes that result either are largely cosmetic or make a bad situation worse.
One aspect of American education too seldom challenged is the lecture system. Professors continue to lecture and students to take notes much as they did in the 13th century. This time is long overdue for us to abandon the lecture system and mru to methods that really work.
One problem with lectures is that listening intelligently is hard work. Even simply payirig attention is difficult. Many students believe years of watching TV has sabotaged their attention span, but their real problem is that listening attentively is much harder than they think.
Worse still, attending lectures is passive learning, at least for inexperienced listeners. Active learning, in which students write essays or perform experiments and then have their work evaluated by an instructor, is far more beneficial for those who have net yet fully learned how to learn. While it’s true that techniques of active listening, such as trying to anticipate the speaker’ s next point or taking notes selectively, can enhance the value of a lecture, few students possess such skills at the beginning of their college career. More commonly, students try to write everything down and even bring tape recorders to class in a clumsy effort to capture every word.
The lecture system ultimately harms professors as well. It reduces feedback to a minimum, so that the lecturer can neither judge how well students understand the material nor benefit from their questions or comments.
If lectures make no sense, why have they been allowed to continue? Administrators love them, of course. They can cram far more students into a lecture hall than a discussion class. But the truth is that faculty members, and even students, conspire with them to keep the lecture sys- tem alive and well. Professors can pretend to teach by lecturing just as the students can pretend to learn by attending lectures. Moreover, if lectures afford some students an opportunity to sit back and let the professor run the show, they offer some professors an irresistible forum for showing off.
Smaller classes in which students are required to involve themselves in discussion put an end to students’ passivity. Students become actively involved when forced to question their own ideas as well as their instructor’s. Such interchanges help professors do their job better because they allow them to discover who knows what--before final exam, not after. When exams are given in this type of course, they can require analysis and synthesis from the students, not empty memorization. Classes like this require energy, imagination, and commitment from professors, all of which can be exhausting. But they compel students to share responsibility for their own intellectual growth.
Lectures will never entirely disappear from the university scene both because they seem to be economically necessary and because they spring from a long tradition in a setting that values tradition for its own sake. But the lectures too frequently come at the wrong end of the students educational career--during the first 2 years, when they most need close, even individual, instruction. If lecture classes were restricted to junior and senior undergraduates and to graduate students, who are less in need of scholarly nurturing and more able to prepare work on their own, they would be far less destructive of students’ interests and enthusiasms than the present system. After all, students must learn to listen before they can listen to learn.
In order to cultivate their thinking skills, students don’t need to______.
选项
A、doodle in their notebooks or bring tape recorders to class
B、debate
C、challenge professors
D、participate in group discussion
答案
A
解析
转载请注明原文地址:https://kaotiyun.com/show/c52O777K
0
考博英语
相关试题推荐
AnOhioStateUniversitystudyhaslinkedbehaviorinyoungchildren【1】thetypeofjobtheirmotherhas.Motherswithcomplexoc
AnOhioStateUniversitystudyhaslinkedbehaviorinyoungchildren【1】thetypeofjobtheirmotherhas.Motherswithcomplexoc
TrafficisaperennialprobleminHongkong.Overtheyearsmanysuggestionshavebeen【1】toeasetransportdifficulties.Thesein
Thedifferencebetweenaliquidandagasisobvious【l】theconditionsoftemperatureandpressurecommonlyfoundatthesurface
Althoughpunctualhimself,theprofessorwasquiteused______ateforhislecture.
AproposedRussianbanonEuropeanUnionmeatexportscouldjeopardizeRussia’saspirationstojointheWorldTradeOrganization
AmitaiEtzioniisnotsurprisedbythelatestheadingsaboutschemingcorporatecrooks(骗子).AsavisitingprofessorattheHarv
Thisisthe______toanimprovementoftheirlivingconditions.
Oneofthemostauthoritativevoicesspeakingtoustodayis,ofcourse,thevoiceoftheadvertisers.Itsstridentclamordomin
随机试题
人类对森林的过度砍伐,对草原和湿地的破坏,工业和汽车排放大量的CO2,是我国喜马拉雅山的冰峰不断消融。从因果关系上看,这属于()。
You______thisbook.Youcanborrowitfromthelibrary.
Passingbyasupermarket,Iwasattractedbyalongqueueofpeoplewithbigplasticbagsfullofkindsofgoodstheyboughtout
下列关于胆汁的叙述,哪项是错误的
A、红霉素B、琥乙红霉素C、克拉霉素D、阿齐霉素E、罗红霉素在胃酸中稳定且无味的抗生素是()。
按照消费者对产品两种属性的重视程度进行划分,就会形成不同偏好的细分市场,这时会出现()模式。
用一种钢制的活动防护装置或活动支撑,通过软弱含水层,特别是河底、海底或者城市中心区修建隧道的方法是()。[2012年10月真题]
会计从业资格管理机构作出准予颁发会计从业资格证书的决定,应当自作出决定之日起()内向申请人颁发会计从业资格证书。
做学问,“要大处着眼,小处下手”。由博入专,不可急功近利,能大处着眼,为学方不致流于__________,而有裨益于世;能小处下手,方不致流于__________,所以做学问千万不要求速效。依次填入画横线部分最恰当的一项是()。
把下面的六个图形分为两类,使每一类图形都有各自的共同特征或规律,分类正确的一项是:
最新回复
(
0
)