OBS Chapter 3030 Mercury Notes (6)
Chapter 3030 Mercury Notes (6)
Chapter 3030 Mercury Record (XVI)
The basic psychology course taught by Schiller was the longest course he taught at Gotham University. Due to the shortage of psychology professors and the low level of some students who stayed on to teach, Schiller could not concentrate on being a master's and doctoral supervisor. He had to teach undergraduate courses, from introductory courses to advanced courses. When he said working 40 hours a week, he actually took 40 hours of classes.
But this also has its advantages, that is, he can teach the introductory course of basic psychology with his eyes closed, and the so-called writing of lesson plans is just a slight deletion and modification based on the undergraduate lesson plans, and the general content remains unchanged.
Basic psychology is relatively boring. The first few classes are all about talking about various definitions, and then basically introducing various psychology masters and the development process of psychology. At this stage in Gotham University, it takes about 10 to 12 class hours to complete.
The first five class hours are used for recitation, the last five to seven class hours are used for group discussion and reporting, and after that there will be 5 to 5 social practice classes, which means going to the streets to conduct questionnaire surveys.
After arriving at Mercury, Schiller discovered after just two classes that using five class hours for memorization was a bit of an underestimation of these students. They had already memorized all the key points he had taught in the first two classes after class, so there was no need to repeat them. This part was compressed to about three class hours.
In other words, as soon as the class this morning was over, the definition consolidation and recitation part was over.
Schiller was in his office thinking about how to arrange the next group discussion and report class.
When he was at Gotham University, Schiller's classes were basically very strict, because just supervising their recitation and requiring them to complete the basic tasks of reporting was already difficult.
This phenomenon exists in universities all over the world: the upper and lower limits are extremely different, and professors cannot spend too much time supervising students who are lagging behind, which leads to too many things to consider when pushing the course progress.
He could not fall far behind the top students, nor could he completely ignore those who did not study. He also had to keep up with the learning progress of the vast majority of middle school students. Therefore, every time Schiller led a group activity class, he put a lot of effort into it, but to no avail.
To this end, he wrote many reports requesting the hiring of new undergraduate teaching staff so that he could concentrate on supervising graduate and doctoral students. But unfortunately, when the situation in Gotham was bad, no one was willing to come. When the situation finally improved, the economic crisis hit and the school could no longer afford to hire new people.
It can be said that for more than ten years, Schiller single-handedly supported the Department of Psychology at Gotham University.
Sitting in the office, Schiller was also struggling with how to arrange group activity classes for these students.
Theoretically, since they can memorize so quickly, group courses will definitely be no problem. However, what if they are only good at memorizing but not good at socializing and work coordination? Then problems may arise if the class content is arranged too tightly.
The two classes Schiller taught were basically just reading from the textbook, and the students were all looking down and taking notes. There was no interaction between them, so if Schiller wanted to know about the students' social skills, he had to ask other professors.
Of course, Schiller first found Oliver, who was closest to him. It just so happened that the military class that Oliver taught also required students to divide into different camps for war game simulations. This kind of activity could best demonstrate comprehensive abilities.
After hearing Schiller's question, Oliver thought about it carefully and said, "I think you must emphasize one requirement, that is, each group must have people of all different races, that is, there must be Amazon warriors, Atlanteans, humans, and preferably aliens or other superheroes."
"Because if you don't do that, they will be more willing to team up with people of the same race and stick together tightly, which will not achieve the purpose of training their social skills at all, and it will easily lead to conflicts between races."
"Wouldn't it be possible to divide it into groups?" asked Schiller.
"At least this can create a balance," Oliver said. "Of course, you'd better also stipulate that there can only be one person of the same race in a group, to prevent them from bullying the minority."
Schiller felt a little headache. There was basically no racial discrimination problem at Gotham University. In fact, racial discrimination did not exist in Gotham. Skin color was not a big problem here at all. No matter whether you were black, white or yellow, all beings were equal under the gun.
Therefore, Schiller had no experience in mediating racial conflicts, and no students were so ignorant as to dare to bring conflicts to him.
But he realized that if there were no conflicts when several races with completely different living habits, living environments, educational backgrounds and even physical structures came together, it would be strange.
Therefore, the arrangement of group discussion classes is particularly important. Once the situation of people of the same race forming groups as Oliver mentioned occurs, the class effect will be disastrous.
Although the metaphor is not quite accurate, it is a bit like the emperor and his ministers. If the emperor allows his ministers to form groups, his leadership position will be replaced by opinion leaders within the group. Once he fails to subdue them, subsequent teaching work will be difficult to carry out.
Schiller couldn't resort to force now, for one thing he didn't bring an umbrella, and for another he wasn't in good health.
He also could not use the method he often used during his time as a Gotham gangster. Diana, Arthur and Oliver could not be completely considered the leaders of these races. The demands on them were not binding. At most, they could only make suggestions but not enforce any constraints. Therefore, their deterrence to these people was greatly reduced.
Moreover, Schiller could not stand on the moral high ground, because these students were much better than those of Gotham University. They were able to complete their learning tasks flawlessly. If the students did not make any mistakes, Schiller would not scold them for no reason.
Therefore, in order to lead a group discussion class well, Schiller really needs to show some real skills.
After talking with Oliver, Schiller went to find Clark again. Clark was also working on a lesson plan. His lesson plan was much more complicated, and it took him most of the day to look up information. Fortunately, he was a Kryptonian, and this place was very close to the sun. A battery could be charged for five minutes and last for several days. If someone else were to do this, they might not be able to handle the workload.
Even so, there was a constant stream of strong coffee on his desk. When Schiller came in, Clark said without even looking up: "If you have any questions, send me an email and describe the problem clearly. I will respond within 24 hours."
"I'm afraid my problem isn't clear enough to describe via email. Clark, are you okay?"
"Oh my god, Professor."
"You are a professor now, too. Has anyone ever called you Professor Kent?"
Clark smiled brightly, stood up and poured coffee for Schiller. He said, "They always call me that, which makes me feel awkward, but now I can understand you a little bit, professor. It feels good to be a teacher."
Schiller also smiled and sat down and said, "I know you are very busy, so I will try to be brief. After taking so many classes, what do you think of these races? Who are the best among them?"
"Well..." Clark dragged out the tone slightly, and then said: "In fact, I feel pretty good about them. They are a group of smart and energetic children."
"Some of them are much older than you."
"You can't look at it that way, Professor. You have to look at the mental age, right? Amazon girls have a long lifespan, but they only enter society for a few years. The rest of the time they spend training on an uninhabited island, so their mental abilities are about the same as those of teenage girls."
"Some superheroes from other planets have been wandering in the universe for a long time and have seen a lot, but their physical and mental development is slower than that of short-lived species, and their mental age is only in their early 20s."
"You think you can't treat them as adults?"
"They are far from mature." Clark shook his head and said, "The most mature of these races are actually humans, especially the children in Mexico. Their hometown is full of poverty and riots, which makes them more mature than their peers."
"And what about Atlantis?"
"They have a lot of weird ideas," Clark said with a smile. "They are not in line with human thinking, but they are always full of inspiration and are positive and enterprising. If you interact with them more, you will find that they are still quite likable."
“When are you going to start the group discussion class?”
Clark was slightly stunned. He said, "Group discussion? Is there anything they can discuss?"
"No, Clark, it's not about asking them to discuss something, but there must be a discussion process, not just you teaching them knowledge."
"Why do you want to do this?" Clark asked.
Schiller sighed, and suddenly realized that he had overlooked a big problem, that is, these professors were not professionally trained, and they seemed to be setting up courses according to their own ideas.
"Because receiving only one kind of education for a long time can easily form a habit of thinking, leading to rigid and stereotyped thinking. If you only receive knowledge from teachers in school, we usually call it cramming education."
"In order to avoid this phenomenon, we need to enrich the teaching methods during the course, such as conducting group discussions, social practice, family experiments, etc., so that family education and social education can be involved, so as to keep students' thinking active to the greatest extent."
Clark scratched his head and said, "I've given them three lessons, and I think they've learned pretty well."
"Have you finished the first part of your theoretical knowledge?"
"That should be about it. I've already introduced a lot."
"Can you show me your lesson plan?"
Clark dug out a stack of papers. Schiller frowned as soon as he saw it. There were no mistakes in what was written on it. The problem was that it was not a lesson plan. It only contained knowledge and Clark's ideas for explaining the knowledge. It did not mention the students at all.
Anyone who has teaching experience or has taken the teacher qualification exam knows that the biggest difference between writing a paper and writing a lesson plan is that a paper only needs to revolve around knowledge, but a lesson plan must focus on students, and the listing of knowledge is to guide students.
Schiller sighed. He wanted to talk about it, but he didn't know where to start. He asked, "Didn't Diana mention the group discussion to you?"
Clark shook his head and said, "She's a physical education teacher. Does that mean we have to discuss physical education as well?"
"Then we also need to carry out group activities, including group exercises and group confrontations. You don't organize social practice?"
"We are on Mercury now. Where can we practice?"
Schiller sighed deeply and said, "Although they are on Mercury, they are connected to the Internet. They can do online practice or make video calls with their relatives, friends and family."
Schiller put down the stack of teaching plans and said, "How about this, at nine o'clock tonight, we will take two hours to hold a teaching seminar, and I will email you."