Participation in the Classroom(课堂参与)
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.
课堂参与
课堂参与对学生来说不仅是可以接受的，而且是他们所期望的，这在许多课程中都是如此。一些教授把学生课堂上做的口头发言作为期末成绩的一部分。尽管在一些正式的讲座中，学生扮演一个被动的角色(他们听讲、做笔记)，但在许多课程中，教师还是采用课堂讨论，学生提问和非正式演讲的形式。在研究生的讨论课上，教授扮演着“管理”角色，而由学生们发言并展开讨论。在这样的讨论课上，实际上是学生们在进行教学。
一个教授的教学风格是决定学生参与形式和程度的另一个因素