4222 Redish 07 UMD Physics（4222 Redish 07年UMD物理）.pdfVIP

CHAPTER 7 Lecture-Based Methods When I, sitting, heard the astronomer, where he lectured with such applause in the lecture room, How soon, unaccountable, I became tired and sick; Till rising and gliding out, I wander’d off by myself, In the mystical moist night-air, and from time to time, Look’d up in perfect silence at the stars. Walt Whitman Most of the introductory physics classes in the United States rely heavily on the tradi- tional lecture. Research has rather broadly shown (see, e.g. [Thornton 1990]) that lec- tures, even when given by good lecturers, have limited success in helping students make sense of the physics they are learning. Good lectures can certainly help motivate stu- dents, though, as I discuss in chapter 3, lecturers often don’t know how to help students convert that motivation to solid learning. Even in a traditional class with a large number of students, there are some things you can do to get your students more engaged during a lecture. Unfortunately, some of the “obvious” things that both Sagredo and I have tried to do in lecture—such as ask- ing rhetorical questions, asking them to think about something I’ve said, telling them to make a prediction befor