以下是為大家整理的《英語(yǔ)翻譯作文：Participation in the Classroom》的文章，供大家參考
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(lái)說(shuō)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(jī)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(tīng)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(wèn)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(kāi)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。一些教授喜歡控制討論，而其他一些教授則喜歡引導(dǎo)學(xué)生討論。許多教授鼓勵(lì)學(xué)生對(duì)自己的觀點(diǎn)提問(wèn)并發(fā)出挑戰(zhàn)。那些提出與教授相反意見(jiàn)的學(xué)生應(yīng)該做好充分的準(zhǔn)備來(lái)支持自己的論點(diǎn)。
在理科和數(shù)學(xué)的教學(xué)中，傳統(tǒng)的教學(xué)模式仍占統(tǒng)治地位，老師講課，學(xué)生記筆記。然而在過(guò)去20年中，在人文科和社會(huì)科學(xué)的教學(xué)中出現(xiàn)了新的教學(xué)趨勢(shì)。例如，學(xué)教育學(xué)、社會(huì)學(xué)和心理學(xué)的學(xué)生常被要求小組討論解決問(wèn)題、設(shè)計(jì)項(xiàng)目、作演講、研究案例。 由于一些大學(xué)的課程是應(yīng)用型的，而非理論型的，他們所強(qiáng)調(diào)的是“動(dòng)手”和參與。
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(lái)說(shuō)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(jī)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(tīng)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(wèn)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(kāi)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。一些教授喜歡控制討論，而其他一些教授則喜歡引導(dǎo)學(xué)生討論。許多教授鼓勵(lì)學(xué)生對(duì)自己的觀點(diǎn)提問(wèn)并發(fā)出挑戰(zhàn)。那些提出與教授相反意見(jiàn)的學(xué)生應(yīng)該做好充分的準(zhǔn)備來(lái)支持自己的論點(diǎn)。
在理科和數(shù)學(xué)的教學(xué)中，傳統(tǒng)的教學(xué)模式仍占統(tǒng)治地位，老師講課，學(xué)生記筆記。然而在過(guò)去20年中，在人文科和社會(huì)科學(xué)的教學(xué)中出現(xiàn)了新的教學(xué)趨勢(shì)。例如，學(xué)教育學(xué)、社會(huì)學(xué)和心理學(xué)的學(xué)生常被要求小組討論解決問(wèn)題、設(shè)計(jì)項(xiàng)目、作演講、研究案例。 由于一些大學(xué)的課程是應(yīng)用型的，而非理論型的，他們所強(qiáng)調(diào)的是“動(dòng)手”和參與。