Lectures and the experience of relevance
Lectures and the experience of relevance
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相关讲座和经验
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发表时间：
1997
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通讯作者：
V. Hodgson
中科院分区：
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作者：
V. Hodgson
尽管在高等教育中发展了新的教学方法，但讲座仍然是许多课程的突出特点。虽然在20世纪90年代对讲座方法进行的研究并不像一、二十年前那样普遍，但仍然有稳定的研究成果，继续研究和质疑讲座的有效性。与其他方法相比，对教学技能和教师特征的识别可能没有那么强调，而更明显地强调了讲课方法。研究也更多地集中在讲座方法与其他方法相结合的优点，以提高效率。很少有研究试图从学生的经历来看待讲座。本章描述的研究着眼于学生如何体验和解释在特定讲座中所说的内容的含义。由于研究是在学生本科课程的自然环境中进行的，因此也探讨了课程环境对学生从讲座中学习的影响。
Despite the development of new approaches to teaching and learning in higher education, lectures remain a prominent feature of many courses. Whilst research carried out on lecture methods is not as common-place in the 1990s as it was one or two decades ago, there remains nonetheless a steady output of research which continues to examine and question the effectiveness of lectures. The emphasis is probably less on the identification of teaching skills and teacher characteristics than it was, and more obviously on the lecture methods compared to other methods. Research has also focused more on the merits of combining the lecture method with other methods, for greater effectiveness. There are very few studies which attempt to look at lectures as they are experienced by students. The study described in this chapter looks at how students experience and interpret the meaning of what is being said in a particular lecture. And since the study took place in the natural setting of the students’ undergraduate courses, it also explored the influence of the course context upon learning from lectures.