When asked: Students have any questions for me?
So the following students have raised their hands to ask questions.
This scene, since I took to the podium of the university, and only seen in a dream.
^ Students there any questions for me? | The hearing questions from the scene in a college classroom is too difficult to achieve a ^
Confucius: Learning without thought is labor lost, thought without learning is perilous. Teachers in the classroom is able to inspire students to think and ask questions, not only to verify the contents of the information mentioned in the classroom has effectively communicate, but also reflects the state of the learning of students. Whether it can inspire students to think of their natural desire to ask questions, rather than forcing them, as the governing classroom teacher who not only need to set the class content, to explain the rhythm of the control, also need to be able to timely respond positively to students' reactions .
This semester, signals and systems courses in the class has 54 students. In this size class, the students raised their hands to interrupt the teacher, it is very difficult to ask questions, of which there are reasons to keep introverted character of Chinese culture. So, how to care for students' curiosity and thinking it?
^ Discrete symmetry relation to the period between the time domain and frequency domain | Wednesday curriculum ^
None
Your barrage to send me None
My classroom screen is always able to receive text and picture messages sent by students in tsinghuazhuoqing number of public and displayed on the projection screen in the form of barrage. No public questions also left a real-time asynchronous communication channel to school students.
The former, two classes per semester this channel barrage was only in school, the students still relatively positive. The rest of the time most of the students would not have thought to use it.
To do this, we need to do some inducible manner:
(1) the original number of the general public users shield question features removed, so that the class number of questions can be displayed at any time outside the classroom. Although previously I thought it might be interfering, but in fact it can improve classroom activity, introduction of a number of random factors.
(2) points out in key curriculum, courseware automatically issued by the lure of some missile curtain, thinking of the students initiated with the comments and Tucao, the most important is to remind you that this is a channel to express their views.
^ Reflected on the projection screen students barrage | including missiles have induced screen information ^
A few lessons from this point of view, by inducing missile curtain questions, the number of transmissions increase barrage of questions together.
Questions also need to bring with brother rhythm. Your thoughts lead me to question not only need to have the attitude of active thinking, diligent in thinking habits, sometimes also need to have special insight and technology.
For the usual lectures, straightforward explanation of a routine. The map was found from the existing knowledge in question, challenge, and then introduce new knowledge, teachers will need to be carefully designed.
If the interaction in the classroom, the students explained by the introduction of the pit, and then brought out, then make the students encountered in the classroom thinking in reverse scenario, it will cause students a strong psychological reaction.
^ Classroom questions answered dynamic process | middle there were two counter-attack process ^
This morning signals and systems courses, discussion of signal sampling rate, the real-time display of statistics students to answer questions on the screen. In the results of the review process, interested in telling the key points of the sampling rate, the symmetry of the spectrum, data storage and other made arrangements to guide students fall into a pit, and then climb out.
In the four candidate answers, students answer in reverse between 2 and 3, with the commencement explain, back and forth. Excitation process for students to know the sampling theorem, to then know.
After class, many students came to the podium before, and asked again discuss this question in class, the foregoing description is set to explain the process to cause them more in-depth thinking.
