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The Secret of the University Lecture: Why is this Ancient Teaching Method Still Popular?
In the modern academic world, lectures still occupy an important position. Whether it is professors giving lectures or public speeches, this form undoubtedly has its unique charm and effectiveness. Despite relentless criticism from many educators that it is primarily a one-way communication method that lacks interaction and promotes passive learning, it remains an integral part of many university courses.
Lectures provide a brief introduction to a particular subject to a large number of students in an effective and economical manner.
The lecture format and its evolution can be traced back to the 14th century, from the Latin word "lectura", which means "the act of reading". As time goes by, lectures are no longer just a simple transfer of information. They gradually become a part of academic life and evolve into teaching activities conducted in oral form. This tradition still exists today. Even today, with digitalization so advanced, universities are still unable to find suitable alternative teaching methods.
Academic conferences are often organized around “keynote speeches,” which also demonstrates the importance of lectures in non-classroom areas.
It should be noted that lectures are not limited to universities and academia. Historically, many social movements and scientific research have also been conducted in the form of public lectures. Even free public lectures are held regularly in union halls, churches, community centers, etc. to enhance the public's understanding of various topics.
In a sense, lectures represent the continuation of an oral tradition, in contrast to textual communication in books and other media. Nevertheless, with the advancement of technology, the form of lectures has also changed to a certain extent. Modern lectures are often accompanied by the application of multimedia technology, such as PowerPoint presentations, videos and other interactive methods, which also expands the scope of expression of lectures.
Even though lectures have been criticized to some extent, they are still considered an effective teaching method.
In addition, studies have shown that students' attention is highest in the first 25 minutes of a lecture, after which it may drop rapidly. This also prompts educators to reflect on how to keep students engaged and interested in lectures. Bligh's research suggests that lectures are neither the best way to improve students' thinking nor the most effective way to change their attitudes or teach behavioral skills. Therefore, thoroughly self-reflecting on the form and content of lectures and allowing students to more actively participate in the learning process has become a trend in current teaching reform.
However, the lecture itself still has its bright side. It provides rapid access to new knowledge, gives teachers greater control in the classroom, and assists in clarifying course-related content. Another major advantage of lectures is that they can easily disseminate unpublished or difficult-to-access materials even as online learning becomes more and more popular.
Lectures that engage students often make research more appealing, especially when the lecturer has a strong personality and a friendly attitude.
Nevertheless, the shortcomings of lectures must also be acknowledged, such as the fact that they often place students in a passive role, reinforce one-way communication, and require students to invest a lot of time outside of class to deeply understand the material. In addition, the quality of the lecturer's eloquence will directly affect the effectiveness of the lecture. Many critics have summed up the lecture's flaws in one sentence: "University is where the professor's lecture notes go directly to the students' lecture notes, without going through their heads."
While the effectiveness of traditional lectures has long been questioned, some educators have found success in different teaching methods. For example, many university courses rent lectures and supplement them with small discussion classes, laboratory internships, etc. to further increase student participation. This complementary form makes learning no longer solely dependent on the lecture itself, and students can deepen their understanding of knowledge through more interactive activities.
Finally, in the face of the ever-changing teaching environment, we can't help but think: In the future learning methods, how will this traditional lecture format evolve to adapt to new needs and challenges?
