雙語閲讀之課堂參與

Taking part in the classroom is not only accepted but also expected of students in many courses. Some professors base part of the final grade on the student‘ s taking part in orally. Although there are formal lectures during which the student has a passive role (i. e. listening and taking notes), many courses are organized around classroom discussions, student questions, and informal lectures. In graduate seminars the professor has a "managing" role and the students make presentations and lead discussions. The students do the actual teaching in these seminars.

A professor‘s teaching style is another factor that determines the degree and type of student participation. Some professors prefer to control discussion, while others prefer to guide the class without dominating it. Many professors encourage students to question and challenge their ideas. Students who make opinions that are different from the professor‘s point of view should be prepared to support their positions.

In the teaching of science and mathematics, the dominant mode of instruction is generally traditional, with teachers presenting formal lectures and students taking notes. However, new educational trends have emerged in the humanities and social sciences in the past two decades. Students in education, sociology, and psychology classes, for example, are often required to solve problems in groups, design projects,make presentations, and examine case studies. Since some college or university courses are " practical" rather than theoretical, they stress "doing" and engagement.

課堂參與

課堂參與對學生來説不僅是可以接受的，而且是他們所期望的，這在許多課程中都是如此。一些教授把學生課堂上做的口頭髮言作為期末成績的一部分。儘管在一些正式的講座中，學生扮演一個被動的角色(他們聽講、做筆記)，但在許多課程中，教師還是採用課堂討論，學生提問和非正式演講的形式。在研究生的討論課上，教授扮演着“管理”角色，而由學生們發言並展開討論。在這樣的討論課上，實際上是學生們在進行教學。

一個教授的教學風格是決定學生參與形式和程度的另一個因素。一些教授喜歡控制討論，而其他一些教授則喜歡引導學生討論。許多教授鼓勵學生對自己的觀點提問併發出挑戰。那些提出與教授相反意見的學生應該做好充分的準備來支持自己的論點。

在理科和數學的教學中，傳統的教學模式仍佔統治地位，老師講課，學生記筆記。然而在過去20年中，在人文科和社會科學的教學中出現了新的`教學趨勢。例如，學教育學、社會學和心理學的學生常被要求小組討論解決問題、設計項目、作演講、研究案例。 由於一些大學的課程是應用型的，而非理論型的，他們所強調的是“動手”和參與。