地理教学外文翻译（节选）

《地理教学外文翻译（节选）》由会员分享，可在线阅读，更多相关《地理教学外文翻译（节选）（5页珍藏版）》请在毕设资料网上搜索。

1、1600汉字 ,1000单词， 6000英文字符 Most college geography teachers are largely occupied with mastering the content or subject matter of their teaching and, as a result, have little time and energy for evaluating the teaching techniques or approaches they employ. Undoubtedly, the majority of post-secondary geo

2、graphy teachers rely on the lecture or lecture-discussion method as their primary teaching approach. This practice is not surprising since there is a tendency to teach as one was taught, and the lecture or lecture-discussion method has always been the mainstay of collegiate instruction. Large class

3、sizes and the lack of awareness of alternative teaching techniques also account for the prevalence of the lecturing method.1 However, other techniques, both relevant and applicable to teaching and learning geography at the college level, are available. The purpose of this note is to briefly review a

4、nd sketch several teaching techniques that have been discussed in the recent literature of higher education. Each of these techniques is aimed at improved college teaching. Hopefully, the reader will become more aware of the available teaching options and will think of ways to integrate them into hi

5、s or her own classes. Although one or more of these techniques have undoubtedly been used by many college teachers, some approaches are likely to be new to a large number of instructors. The teaching approaches to be discussed here are student-centered rather than teacher-centered techniques. Limiti

6、ng the discussion to student-centered approaches does not imply that the lecture or lecture-discussion format is passe or ineffectual nor that the techniques discussed herein are a remedy for all teaching ills. Indeed, the voluminous research on the various approaches to the teaching-learning process is inconclusive about which method or approach is best. In student-centered teaching the student assumes more responsibility in the learning process, and the teacher assumes the role of facilitator