時(shí)間：2011-11-08 20:34來(lái)源：藍(lán)天飛行翻譯 作者：航空 點(diǎn)擊：次
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One problem which plagues instructors is selection of words which have the same meaning for the student as they do for the instructor. This problem is compounded by floods of new technical terms and the differing vocabularies of people involved. Use of visual materials plants the same mental picture in the student's mind that is visualized by the instructor. Relationships are much simpler to deal with when presented visually. For example, the parts within a mechanical system are easier to relate to each other through the use of schematics or diagrams. Symbols, graphs, and diagrams can also show relationships of location, size, time, frequency, and value. By symbolizing the factors involved, it is even possible to visualize relationships between abstracts. Any instructional aid must be selected on the basis of its ability to support a specific key point in a lesson. The ideas to be supported with instructional aids are determined from the lesson plan. Aids are often appropriate when long segments of technical descriptions are necessary or when a point is complex and difficult to put into words. 3.7.2 Types of instructional aids There are many types of instructional aids available. In addition to those already available, the imaginative instructor may devise some. The most common aids are :- . Chalkboard Some instructors find it almost impossible to talk to a class without a piece of chalk in their hand. The chalkboard is one of the most versatile and effective instructional aids if used properly. There are a few practices, however, which are considered fundamental in the use of the chalkboard. The chalkboard should be kept clean and free of irrelevant material. The equipment, such as chalk, erasers, cleaning cloths, and rulers or other drawing aids, should be kept readily available to avoid interruption of the presentation. If a chalkboard presentation is planned, it should be organized and practiced in advance. During the presentation, the instructor should write or draw large enough so everyone can see, and step back occasionally to be sure that no one's view is being blocked. The chalkboard should not be overcrowded. A margin should be left around the material, along with ample space between lines of copy. A lively, imaginative chalkboard presentation can be a pleasant learning experience for the students. |
