Participation in the Classroom
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.
大概翻译：
以部分在课堂上不仅接受而且预计在许多学生的课程。一些对学生的最后级教授群的一部分，拧参加口头的一部分。虽然有正式的讲座期间，学生被动的角色（即听，做笔记），很多课程是围绕课堂讨论，学生的问题，和非正式的讲座。在研究生研讨会教授有一个“管理”的作用和学生进行演讲和带领讨论。学生在这些研讨会上做实际的教学。
一位教授的教学风格的另一个因素决定的程度和学生的参与度。一些教授喜欢控制的讨论，而另一些喜欢支配其指导下的类。许多教授鼓励学生质疑和挑战自己的想法。谁做学生的意见是，从教授的观点不同，应准备支持他们的立场。
在科学和数学教学，教学的主要模式一般传统，提出正式的讲座，学生记笔记教师。然而，新的教育趋势已经出现在人文，在过去20年里社会科学。在教育，社会学的学生，和心理学课程，例如，经常需要解决群体的问题，设计项目，发表演讲，并检查个案研究。由于一些大学或学院的课程是“务实”，而不是理论性的，他们强调“做”和参与。
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