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Nội dung: <blockquote data-quote="Butchi" data-source="post: 97678" data-attributes="member: 7">Lecture or Interactive Teaching? Old Issue, New Study [MP3]https://server1.vnkienthuc.com/files/3/Media/11.mp3[/MP3]This is the VOA Special English Education Report. Professors have [A]lectured[/A] for centuries. But how effective is lecturing to students compared to working with them? A new study compared two classes of a [A]beginning physics course[/A] at the  University of British Columbia in Canada. There were more than two  hundred sixty [A]students[/A] in each section. Both were taught by popular and  experienced [A]professors[/A]. The study took place for one week near the end of the year. One class [A]continued[/A] to be taught in the traditional lecture style. The other  professor was [A]replaced[/A] by two teachers. They had little teaching  experience but received training in [A]interactive[/A] teaching methods. The  training was led by Carl Wieman, a Nobel Prize-winning physicist who  leads a science [A]education[/A] program. There was almost no lecturing. The teachers put the students in small  groups to [A]discuss[/A] and answer questions. They gave them readings and [A]quizzes[/A] to finish before class so they would come prepared to discuss  the material. Professor Wieman says before the [A]experiment[/A] with these and other activities, test scores for both classes were the same. CARL WIEMAN: "There was a great deal of careful data [A]collected[/A]  showing how identical the two sections, these two large sections of the  class were [A]beforehand[/A]. And this focused very much on looking at exactly  what could be learned with the different methods from the [A]classroom  experience[/A], the time when you have the maximum [A]instructor[/A] interaction,  or face-to-face interaction time." Afterward, both classes took the same test. Students in the  interactive class scored nearly twice as high as those in the  traditional class. Attendance also [A]increased[/A] that week. Graduate student Ellen Schelew was one of the teachers. She says the  methods they used are designed to [A]encourage[/A] students to think like  scientists. ELLEN SCHELEW: "Their brains are turned on. They're thinking hard and  they're really working through these problems. So even if they don't  have enough time to complete a given problem, they are prepared to learn  from the instructor[A] feedback [/A]that always follows groups' tasks." The study appeared in May in the journal Science. It seems to confirm  earlier findings about lecturing to large classes. But some experts  have [A]criticized[/A] the way the study was done. Both of the [A]researchers[/A] who taught the class, Ms. Schelew and Louis  Deslauriers, were also authors of the study. This could raise questions  about whether their [A]involvement[/A] might have influenced the results. Professor Wieman is currently on leave from the University of British  Columbia and the University of Colorado. He is the [A]associate[/A] director  for science in the White House Office of Science and Technology Policy. He says research has shown better ways to teach based on [A]evidence[/A]  about how the brain learns. And he hopes more professors will learn that  how someone teaches may be more [A]important[/A] than who does the teaching.</blockquote>

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