講座是傳統(tǒng)教學(xué)的一種方法，或許是古老的一種方法。一些批評(píng)者認(rèn)為講座是一種被動(dòng)的教學(xué)方式。然而，講座不總是被動(dòng)的。一個(gè)高效的講座是經(jīng)過(guò)計(jì)劃和選擇的。下面是一些規(guī)劃講座的小妙招。以下內(nèi)容由整理發(fā)布，歡迎閱讀參考！更多相關(guān)訊息請(qǐng)關(guān)注！
1. Don't Cover It All 1.不要包括所有的內(nèi)容 Base your lecture on the most important material, a topic that your listeners are likely to find difficult or material that doesn't appear in the text. 以重要的內(nèi)容構(gòu)建講座，可以選擇聽(tīng)眾們覺(jué)得困難的話題或者課本中沒(méi)有出現(xiàn)的內(nèi)容。
2. Make Choices 2.做出選擇 Your lecture should present no more than three or four major issues, with time for examples and questions. Determine the critical message of your lecture and then remove the adornments. Present the bare bones in a succinct story. 講座呈現(xiàn)的問(wèn)題應(yīng)該不超過(guò)三個(gè)或者四個(gè)，這樣就有時(shí)間進(jìn)行舉例和提問(wèn)。判斷出講座中的重要信息并且刪掉修飾內(nèi)容。呈現(xiàn)出一個(gè)簡(jiǎn)潔的故事梗概。 Listeners will absorb the salient points easily if they are few in number, clear, and coupled with examples. 如果要點(diǎn)數(shù)量不多，清楚并且有例子進(jìn)行解釋，聽(tīng)眾們會(huì)容易理解。
3. Present in Small Chunks 3. 以小版塊內(nèi)容呈現(xiàn) Present your lectures in 20-minute chunks. What's wrong with a 1- or 2-hour lecture? Research shows that listeners remember the first and the last ten minutes of lecture, but little of the intervening time. 以20分鐘的小版塊內(nèi)容呈現(xiàn)講座。一個(gè)小時(shí)或者兩個(gè)小時(shí)的講授有問(wèn)題？據(jù)調(diào)查顯示聽(tīng)眾們記得講座前10分鐘和后10分鐘的內(nèi)容，但是很少記得講座中間說(shuō)了什么。
4. Encourage Active Processing 4.鼓勵(lì)積極處理 Learning is a constructive process. Listeners must think about the material, relate new knowledge to what is already known, and apply knowledge to new situations. Effective instructors use active learning techniques during the lectures. 學(xué)習(xí)是一個(gè)構(gòu)建性的過(guò)程。聽(tīng)眾們必須思考學(xué)習(xí)內(nèi)容，把新知識(shí)跟已經(jīng)學(xué)過(guò)的知識(shí)聯(lián)系起來(lái)并且運(yùn)用到新的環(huán)境中。高效的講座者在講座中使用積極的學(xué)習(xí)技巧。 Listeners tend to prefer active learning techniques because they are engaging and fun. 聽(tīng)眾們更喜歡積極的學(xué)習(xí)技巧,因?yàn)樗麄兡軌騾⑴c其中并且覺(jué)得有趣。
5. Pose Reflective Questions 5.提出沉思性問(wèn)題 The simplest way of using active learning techniques is to ask reflective questions, not yes or no questions, but those that require listeners to think. For example, “What would you do in this particular situation? How would you approach solving this problem?” Reflective questions are difficult and will require time to think, so be prepared to wait for an answer (likely at least 30 seconds). Endure the silence. 使用積極的學(xué)習(xí)技巧，簡(jiǎn)單的辦法就是提問(wèn)沉思性的問(wèn)題，不是簡(jiǎn)單回答對(duì)或者錯(cuò)的問(wèn)題，而是那些需要聽(tīng)眾們?nèi)ニ伎嫉膯?wèn)題。例如，“在這種情況下你會(huì)怎么做？你會(huì)怎樣解決這個(gè)問(wèn)題？”沉思性的問(wèn)題是有難度的并且需要時(shí)間去思考，因此要準(zhǔn)備好去等待答案（可能至少是30秒）。要經(jīng)得住沉默。
6. Get Them Writing 6.讓聽(tīng)眾們動(dòng)手寫(xiě) The benefit of asking listeners to consider the question in writing is that they will have time to think through their response and feel more comfortable discussing their views without fear of forgetting their point. 讓聽(tīng)眾們通過(guò)動(dòng)手寫(xiě)去考慮問(wèn)題的好處就是，聽(tīng)眾們們會(huì)有時(shí)間去考慮問(wèn)題，他們會(huì)在討論觀點(diǎn)的時(shí)候表現(xiàn)得更加自然，不用害怕忘記要點(diǎn)。 Breaking up a lecture and interspersing it with discussion and active learning takes the pressure off of you as the instructor. An hour and fifteen minutes, or even fifty minutes is a long time to talk. And it's a long time to listen. Try these techniques and vary your strategies to make it easier on everyone and increase your likelihood of success in the classroom. 使講座分層，并且以討論和積極的學(xué)習(xí)貫穿其中能夠減少作為講座者的壓力。無(wú)論是聽(tīng)還是講，一個(gè)小時(shí)十五分鐘或者五十五分鐘都是很長(zhǎng)的一段時(shí)間。使用這些技巧或者轉(zhuǎn)換策略使講座變得更加容易，而且增加成功的可能性。
1. Don't Cover It All 1.不要包括所有的內(nèi)容 Base your lecture on the most important material, a topic that your listeners are likely to find difficult or material that doesn't appear in the text. 以重要的內(nèi)容構(gòu)建講座，可以選擇聽(tīng)眾們覺(jué)得困難的話題或者課本中沒(méi)有出現(xiàn)的內(nèi)容。
2. Make Choices 2.做出選擇 Your lecture should present no more than three or four major issues, with time for examples and questions. Determine the critical message of your lecture and then remove the adornments. Present the bare bones in a succinct story. 講座呈現(xiàn)的問(wèn)題應(yīng)該不超過(guò)三個(gè)或者四個(gè)，這樣就有時(shí)間進(jìn)行舉例和提問(wèn)。判斷出講座中的重要信息并且刪掉修飾內(nèi)容。呈現(xiàn)出一個(gè)簡(jiǎn)潔的故事梗概。 Listeners will absorb the salient points easily if they are few in number, clear, and coupled with examples. 如果要點(diǎn)數(shù)量不多，清楚并且有例子進(jìn)行解釋，聽(tīng)眾們會(huì)容易理解。
3. Present in Small Chunks 3. 以小版塊內(nèi)容呈現(xiàn) Present your lectures in 20-minute chunks. What's wrong with a 1- or 2-hour lecture? Research shows that listeners remember the first and the last ten minutes of lecture, but little of the intervening time. 以20分鐘的小版塊內(nèi)容呈現(xiàn)講座。一個(gè)小時(shí)或者兩個(gè)小時(shí)的講授有問(wèn)題？據(jù)調(diào)查顯示聽(tīng)眾們記得講座前10分鐘和后10分鐘的內(nèi)容，但是很少記得講座中間說(shuō)了什么。
4. Encourage Active Processing 4.鼓勵(lì)積極處理 Learning is a constructive process. Listeners must think about the material, relate new knowledge to what is already known, and apply knowledge to new situations. Effective instructors use active learning techniques during the lectures. 學(xué)習(xí)是一個(gè)構(gòu)建性的過(guò)程。聽(tīng)眾們必須思考學(xué)習(xí)內(nèi)容，把新知識(shí)跟已經(jīng)學(xué)過(guò)的知識(shí)聯(lián)系起來(lái)并且運(yùn)用到新的環(huán)境中。高效的講座者在講座中使用積極的學(xué)習(xí)技巧。 Listeners tend to prefer active learning techniques because they are engaging and fun. 聽(tīng)眾們更喜歡積極的學(xué)習(xí)技巧,因?yàn)樗麄兡軌騾⑴c其中并且覺(jué)得有趣。
5. Pose Reflective Questions 5.提出沉思性問(wèn)題 The simplest way of using active learning techniques is to ask reflective questions, not yes or no questions, but those that require listeners to think. For example, “What would you do in this particular situation? How would you approach solving this problem?” Reflective questions are difficult and will require time to think, so be prepared to wait for an answer (likely at least 30 seconds). Endure the silence. 使用積極的學(xué)習(xí)技巧，簡(jiǎn)單的辦法就是提問(wèn)沉思性的問(wèn)題，不是簡(jiǎn)單回答對(duì)或者錯(cuò)的問(wèn)題，而是那些需要聽(tīng)眾們?nèi)ニ伎嫉膯?wèn)題。例如，“在這種情況下你會(huì)怎么做？你會(huì)怎樣解決這個(gè)問(wèn)題？”沉思性的問(wèn)題是有難度的并且需要時(shí)間去思考，因此要準(zhǔn)備好去等待答案（可能至少是30秒）。要經(jīng)得住沉默。
6. Get Them Writing 6.讓聽(tīng)眾們動(dòng)手寫(xiě) The benefit of asking listeners to consider the question in writing is that they will have time to think through their response and feel more comfortable discussing their views without fear of forgetting their point. 讓聽(tīng)眾們通過(guò)動(dòng)手寫(xiě)去考慮問(wèn)題的好處就是，聽(tīng)眾們們會(huì)有時(shí)間去考慮問(wèn)題，他們會(huì)在討論觀點(diǎn)的時(shí)候表現(xiàn)得更加自然，不用害怕忘記要點(diǎn)。 Breaking up a lecture and interspersing it with discussion and active learning takes the pressure off of you as the instructor. An hour and fifteen minutes, or even fifty minutes is a long time to talk. And it's a long time to listen. Try these techniques and vary your strategies to make it easier on everyone and increase your likelihood of success in the classroom. 使講座分層，并且以討論和積極的學(xué)習(xí)貫穿其中能夠減少作為講座者的壓力。無(wú)論是聽(tīng)還是講，一個(gè)小時(shí)十五分鐘或者五十五分鐘都是很長(zhǎng)的一段時(shí)間。使用這些技巧或者轉(zhuǎn)換策略使講座變得更加容易，而且增加成功的可能性。