心理学与生活-第3节

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whenever　he　or　she　is　ready　to　take　a　particular　exam。　
。　The　testing　center　is　run　by　student　proctors；　staff　personnel；　or　the　instructor。　
。　Tests　failed　may　be　repeated　without　penalty　on　parallel　forms　after　a　suitable　time　for　restudy。　
Feedback　on　test　performance　is　immediate；　private；　and　personalized　from　proctor　to　student　
test…taker。　
。　Testing　and　grading　are　physically　and　psychologically　separated　from　the　lecturer　and　lecture　
setting；　with　the　advantage　of　more　positive　attitudes　toward　the　teacher。　A　unit　mastery　system　
takes　considerable　effort　to　set　up；　but　once　you　have　done　so　you　are　freed　from　all　chores　
related　to　testing　and　evaluation。　Since　each　student　progresses　at　an　individual　rate　in　taking　
the　chapter　quizzes；　you　are　also　liberated　from　having　to　teach　a　specified　amount　of　material　
before　each　preestablished　examination　date；　as　occurs　with　traditional　evaluation　systems。　
References：　

Hobbs；　S。　H。　（1987）。　PSI：　Use；　misuse；　and　abuse。　Teaching　of　psychology；　14；　106…107。　

Keller；　Fred　A。；　&　Sherman；　J。　Gilmour。　（1974）。　The　Keller　plan　handbook：　Essays　on　a　personalized　

system　of　instruction。　Menlo　Park；　CA：　W。　A。　Benjamin。　

SOME　BASIC　MECHANICS　OF　TEACHING　

Your　decisions　about　teaching　methods　and　your　experiences　will　shape　your　unique　style　of　teaching。　
Regardless　of　what　that　style　is　now　or　may　bee；　some　elements　are　mon　to　all　effective　teaching　
styles。　Here　are　several　of　those　elements：　

。　At　the　beginning　of　class；　review　briefly　what　you　talked　about　the　last　time　the　class　met。　Ask　if　
there　are　any　questions　about　previous　material。　Next；　let　the　students　know　what　your　goals　
are　for　today。　What　you　want　them　to　get　from　today’s　lecture？　Outline　the　major　points　of　the　
lecture　on　the　board　or　on　an　overhead　transparency。　
。　Correct　and　pass　back　quizzes；　exams；　and　papers　as　soon　as　possible。　Nobody　likes　to　be　left　
in　the　lurch　when　it　es　to　feedback。　Getting　materials　back　quickly　to　students　shows　that　
you　are　being　considerate　of　them。　
。　Pass　back　exams　and　deal　with　administrative　matters　after　your　lecture。　On　days　that　you　will　
be　passing　out　test　results；　plan　to　cut　your　lecture　short　to　leave　room　to　answer　questions。　
This　ensures　that　there　is　time　for　your　lecture。　Passing　back　quizzes　or　exams　at　the　beginning　
of　class　is　generally　a　bad　idea　because　students　who　are　disappointed　with　their　exam　grade　
may　tune　you　out　for　the　remainder　of　the　class　period。　
。　Create　an　opportunity　for　students　to　review　their　exams　with　you；　if　only　to　ask　questions　
about　examination　material。　Allow　students　to　defend　their　interpretation　of　an　exam　question　
in　writing。　If　a　student　challenges　a　question　in　an　unkind　manner；　suggest　that　the　two　of　you　
get　together　after　class　to　consider　the　matter。　If；　because　of　further　discussion　with　the　student；　
you　decide　that　the　exam　question　was　a　bad　one　and　you　will　give　students　credit　for　it；　
announce　the　change　to　the　class。　
。　Learn　the　names　of　your　students。　This　can　generally　be　quickly　acplished　in　a　class　of　25　
to　50　students；　but　will　be　tough　in　sections　of　several　hundred　students。　Learning　students’　
names　shows　that　you　are　interested　in　your　students　and　it　may　help　them　to　bee　more　
interested　in　your　class—they　know　that　you　know　who　they　are　and　that　their　contributions　to　
class　have　personal　implications。　
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。　Encourage　student　questions。　Even　in　large　sections；　a　good　way　to　start　discussion—a　nice　
break　from　straight　lecturing—is　to　allow　time　for　questions。　When　it　es　to　students’　
questions；　keep　in　mind　three　points。　First；　repeat　the　question　for　the　benefit　of　students　sitting　
in　the　back　of　the　room　who　may　not　have　been　able　to　hear　the　question。　Second；　show　genuine　
interest　in　the　question　either　by　considerately　answering　it　yourself；　or　by　throwing　it　out　to　the　
class　for　their　response。　Third；　let　the　student　who　asked　the　question　know　that　you　appreciate　
his　or　her　participation。　
。　If　you　do　not　know　the　answer　to　a　question；　say　so。　If　the　question　is　an　interesting　one；　tell　
your　students　that　you　will　find　the　answer　for　them。　
。　Pace　your　lectures。　Make　time　in　your　lectures　to　explain　your　points　in　their　entirety。　If　you　
have　prepared　too　much　material　for　the　class　period；　DO　NOT　rush　to　get　through　it。　Slow　
down；　develop　your　points　carefully　and　thoughtfully。　One　sure　way　to　ruin　an　otherwise　good　
course　is　to　force　students　to　cram。　Let　them　have　the　time　to　think　about　the　material　you　are　
presenting　to　them。　You　will　be　able　to　tell　when　you　are　lecturing　too　fast；　confusing；　or　boring　
your　students。　The　puzzled　look　on　a　student’s　face　is　a　sure　sign　that　he　or　she　is　not　following　
you。　Respond　by　saying；　“Would　anybody　like　me　to　repeat　that？”　or　“Let　me　say　that　another　
way。”　
HOW　TO　PREPARE　A　COURSE　SYLLABUS　

A　prehensive　syllabus　can　go　a　long　way　toward　smoothing　the　operation　of　the　course　and　facilitating　
a　fortable　relationship　between　you　and　your　class。　It　saves　class　time　by　answering　most　of　the　
questions　students　have　at　the　outset　of　the　course　in　a　form　that　they　can　keep　for　reference。　Since　the　
course　is　just　one　of　many　demanding　activities　for　students　as　well　as　for　you；　the　syllabus　helps　keep　all　of　
you　aware　of　where　you’ve　been；　where　you　should　be　on　any　given　day；　and　where　you　intend　to　go。　Here　
are　suggestions　for　the　content　of　a　syllabus　for　the　introductory　psychology　course；　divided　into　
“essentials”　and　“options。”　The　sample　syllabus　contains　mostly　essentials。　

SYLLABUS　ESSENTIALS　

。　General　information。　The　name　and　number　of　the　course　including　section　number；　the　time　
and　location；　the　academic　term；　your　name；　your　office　location　and　phone　number；　office　
hours；　names　of　Teaching　Assistants　（TA’s）；　their　office　locations　and　hours。　
。　The　name　of　the　text　and　student　resource　manual；　as　well　as　any　other　supplies　required　for　
the　course；　such　as　answer　sheets。　
。　Goals　or　objectives。　
。　Course　requirements　explaining　the　format　of　and　points　for　exams；　quizzes；　and　papers。　
。　Class　calendar。　Reading　assignments；　dates　of　tests；　due　dates　for　papers　and/or　activities。　
。　Testing　format　and　procedures。　
。　Class　policies。　Attendance；　missed　tests；　grading；　extra　credit　work。　
SYLLABUS　OPTIONS　

。　Expanded　class　calendar；　including　lecture　topics；　films；　and　activities。　
。　Detailed　description　of　testing　procedure。　
。　Autobiographical　information　about　yourself。　
。　Where　to　get　help；　including　the　student　health　center；　the　learning　resources　center；　and/or　the　
counseling　office。　
。　Effective　study　habits　and　efficient　use　of　study　time。　
。　Guidelines　and　topics　for　papers。　
。　Learning　objectives　for　each　chapter。　
。　Essay　questions　for　each　chapter　or　exam。　
。　Discussion　of　section　meetings　and　activities。　
。　Research　participation　requirements。　
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。　Extra　credit　options。　

＇Sample　Syllabus＇　

Psychology　101：　Introduction　to　Psychology　

Fall　Semester；　2002　

MWF：　11：00—12：00　

Social　Sciences　Building　

Instructor：　Jennifer　Gomez　
Telephone：　867…5309　
Office：　Room　21；　Kurt　Lewin　Hall　
Office　Hours：　M　1：00—3：00；　Th　10：00—12：00；　and　by　appointment　

TEXTS　

Psychology　and　Life；　Sixteenth　Edition；　by　Richard　Gerrig　and　Philip　Zimbardo。　
The　Student　Study　Guide　is　strongly　remended。　

COURSE　OBJECTIVES　

The　primary　objective　of　all　introductory　psychology　courses　is　to　explore　the　subject　matter　of　the　field　and　
to　bee　familiar　with　the　vocabulary　and　concepts　of　the　field　and　with　some　of　the　research　findings　
upon　which　our　knowledge　of　human　thought　and　behavior　is　based。　

A　goal　of　this　class　is　to　emphasize　development　of　critical　thinking　skills　and　to　prepare　you　to　be　a　
cautious　and　analytical　consumer　of　information　that　is　proclaimed　scientific　or　based　on　research。　

I　also　hope　that　you　will　derive　personal　benefits　from　the　class；　that　at　the　end　of　the　term　you　will　have　
increased　your　understanding　and　acceptance　of　yourself　and　others；　and　that　you　will　gain　something　
from　this　class　that　will　enrich　your　personal　relationships　and　add　to　your　success　in　your　chosen　
occupation。　

COURSE　REQUIREMENTS　

There　are　four　regularly　scheduled　tests　and　a　prehensive　final　examination。　Students　are　also　expected　
to　write　four　short　papers　during　the　term。　

TESTS　

There　will　be　50　multiple…choice　items　on　each　of　the　four　midterms　and　100　multiple…choice　items　on　the　
prehensive　final　examination。　The　test　items　will　be　taken　primarily　from　the　reading　assignments；　but　
you　can　expect　some　test　questions　based　on　lectures；　films；　or　any　class　activity。　

If　you　feel　that　the　answer　you　chose　for　a　test　question　is　better　than　the　answer　keyed　as　correct；　submit　
your　case　in　writing　to　the　instructor。　

PAPERS　

Four　short　（three…page）　papers　are　to　be　written　and　submitted　during　the　term。　Guidelines　and　topics　for　
the　papers　are　discussed　in　a　handout　that　will　be　distributed　at　the　second　class　meeting。　Generally；　the　

ix　

topics　for　the　papers　require　you　to　think　critically　about　some　issue　in　psyc