Lecturing as a method of teaching is so frequently under attack today from educational psychologists and by students that some justification (理由) is needed to retain it. Critics believe that it results in (47) methods of learning which tend to be less effective than those which fully engage the learner. They also (48) that students have no opportunity to ask questions and must all receive the same content at the same pace, that they are exposed only to one teacher’’s interpretation of subject matter which will inevitably be prejudiced and that, anyway, few lectures rise above (49) . Nevertheless, in a number of inquiries this (50) assessment of lecturing as a teaching method proves not to be general among students, although they do fairly often comment on poor lecturing techniques.
Students (51) lectures which are clear, orderly summary in which basic principles are emphasized, but dislike too (52) digressions (离题) or lectures which consist in part of the contents of a textbook. Students of science subjects consider that a lecture is a good way to introduce a new subject, putting it in its context, or to present material not yet included in books. They also (53) its value as a period of discussion of problems and possible (54) with their lecturer. They do not look for inspiration--this is more (55) mentioned by teachers--but arts students look for (56) in lectures. Medical and dent. al students who have reported on teaching methods, or specifically on lecturing, suggest that there should be fewer lectures or that, at the least, more would be unpopular.
WORD BANK
[A] praise [F] solutions [K] active
[B] originality [G] pessimistic [L] barely
[C] passive [H] commonly [M] criticize
[D] dullness [I] appreciate [N] strangeness
[E] numerous [J] maintain [O] find