首页
登录
职称英语
Today, American colleges and universities are under strong attack from many
Today, American colleges and universities are under strong attack from many
游客
2025-04-24
27
管理
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and industries suffer from unenterprising, nncreative executives educated not to think for themselves but to mouth outdated truism the rest of the world has long discarded.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. [br] The author implies that large lecture classes______.
选项
A、require students to have well-developed listening skills
B、are a modern invention
C、encourage participation
D、are more harmful for juniors and seniors than freshmen
答案
A
解析
转载请注明原文地址:https://tihaiku.com/zcyy/4051009.html
相关试题推荐
Americansfinditdifficulttothinkaboutoldageuntiltheyarepropelledi
Americansfinditdifficulttothinkaboutoldageuntiltheyarepropelledi
Eighteen-year-oldKhairulAnuarSalim,whowasattackedbyhoodlums,succumb
Eighteen-year-oldKhairulAnuarSalim,whowasattackedbyhoodlums,succumb
Today,Americancollegesanduniversitiesareunderstrongattackfrommany
Today,Americancollegesanduniversitiesareunderstrongattackfrommany
MasstransportationrevisedthesocialandeconomicfabricoftheAmericanc
MasstransportationrevisedthesocialandeconomicfabricoftheAmericanc
MasstransportationrevisedthesocialandeconomicfabricoftheAmericanc
MasstransportationrevisedthesocialandeconomicfabricoftheAmericanc
随机试题
Inthe1400s,artistsoftencreatedtheirownpigmentsbypulverizingsemiprecio
Webelievethatwiththejointeffortsofourtwocities,thefriendlycooperatio
Morethanfortythousandreaderstolduswhattheylookedforinclosefrien
红霉素与林可霉素合用可以A:扩大抗菌谱 B:增强抗菌活性 C:减少毒副作用
某地区农民家庭年人均纯收入最高为2600元,最低为1000元,据此分为八组形成闭
一节公开课上,执教老师用双面胶将一个木制的教具贴在黑板上,当学生演示的时候,斜上
岗位薪点薪酬制的优点主要有( )。A.符合市场取向的要求 B.体现了效率优先
结构性理财产品的主要风险不包括()A:本金风险B:收益风险C:流动性风险D
甲诉乙侵权赔偿一案,经A市B区法院一审、A市中级法院二审,判决乙赔偿甲损失。乙拒
甲男与乙女于2002年结婚,婚后育有一女。甲男有很深的重男轻女思想,经常为此打
最新回复
(
0
)