Chapter 3056 Mercury Notes (XVI)

Chapter 3030 Mercury (XVI)

The basic psychology course taught by Schiller was the longest course he taught at Gotham University. Because of the shortage of psychology professors and the low level of some students who stayed on campus, Schiller could not concentrate on being a master's and doctoral supervisor. He had to teach undergraduate courses, from introductory courses to advanced courses. He said that he worked 40 hours a week, but he actually taught 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. The so-called writing of teaching plans is just a slight modification of the undergraduate teaching plans, and the general content has not changed.

Basic psychology is relatively boring. The first few classes are all about various definitions, and then they are basically introduced by various psychology masters and the development of psychology. At this stage of Gotham University, it takes about 10 to 12 class hours to complete.

The first 5 hours are used for recitation, and the last 5 to 7 hours are used for group discussion and reporting. After that, there will be 1 to 2 social practice classes, that is, to conduct questionnaire surveys on the streets.

After arriving at Mercury, Schiller found that using 5 hours for recitation was a bit too much of an underestimation of these students after teaching two classes. They had already recited all the key points he taught in the first two classes, so there was no need to repeat them again. This part was compressed to about 3 hours.

In other words, as soon as the class this morning was over, the definition consolidation and recitation part was over.

Schiller was thinking in his office about how to arrange the next group discussion and reporting hours.

When he was at Gotham University, Schiller's classes were basically rigid, because it was already difficult to urge them to recite and ask them to complete the basic work of reporting.

Universities all over the world have this phenomenon, that is, the upper and lower limits are very different, and professors cannot spend too much time to urge the underachievers, which leads to too many things to consider when pushing the course progress.

He could neither be left far behind by the top students nor completely ignore the few who did not study. He also had to meet the learning progress of the majority of middle school students. Therefore, every time he led a group activity class, Schiller was very painstaking and ineffective.

For this reason, he wrote many reports requesting the hiring of new undergraduate teaching staff so that he could concentrate on teaching graduate students and doctoral students. But unfortunately, when the situation at Gotham was not good, no one was willing to come. When the situation finally improved, the economic crisis hit and the school could not afford to hire new people.

It can be said that for more than ten years, Schiller alone 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, they can recite so fast, so group courses are definitely not a problem. However, if they only recite quickly and are not good at socializing and coordinating work, then if the class time is arranged too tightly, it is easy to have problems.

The two classes that Schiller taught were basically reading from the textbook, and the students were all taking notes with their heads down. There was no interaction between them, so if Schiller wanted to know the students' social skills, he had to ask other professors.

Schiller, of course, first found Oliver, who was closest to him. It happened that the military class that Oliver taught also needed to be divided into different camps for war games. This kind of activity can best show comprehensive ability.

After listening to Schiller's question, Oliver thought 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 female warriors, Atlanteans, humans, and preferably aliens or other superheroes."

"Because if you don't do this, they will be more willing to team up with their own race and stick together tightly, which will not achieve the purpose of training their social skills at all, and it is easy to cause conflicts between races."

"Will it not work if we divide them into small groups?" Schiller asked.

"This can at least 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 few."

Schiller felt a little headache. There is basically no racial discrimination problem at Gotham University. In fact, there is not much racial discrimination in Gotham. Skin color is not a big problem here. Whether you are black, white or yellow, all beings are equal under the gun.

Therefore, Schiller had no experience in mediating racial conflicts, and no blind students dared to bring conflicts to him.

But he knew that it would be strange if there were no conflicts when several races with completely different living habits, living environment, educational background and even physical structure were put together.

Therefore, the arrangement of group discussion classes is particularly important. Once the situation of the same race sticking together as Oliver said occurs, the classroom effect will be very disastrous.

Although the metaphor is not very accurate, it is a bit like the emperor and his ministers. If the emperor allows the ministers to stick together, his leadership position will be replaced by the opinion leaders within the group. Once they cannot be suppressed, it will be difficult to carry out subsequent teaching work.

Schiller cannot use force now. On the one hand, he did not bring an umbrella, and on the other hand, his physical condition is not very good now.

He cannot use the method of calling parents that he often used during his time in the Gotham gang. Diana, Arthur and Oliver cannot be completely regarded as the leaders of these races. The requirements for them are not mandatory. At most, they can only make suggestions, but cannot enforce constraints. Their deterrence to these people has greatly decreased.

Moreover, Schiller cannot stand on the moral high ground, because these students are much better than the students at Gotham University. They can complete their learning tasks flawlessly. When the students make no mistakes, Schiller would not scold them for nothing.

Therefore, to lead a group discussion class well, Schiller really has to show some real skills.

After chatting with Oliver, Schiller went to find Clark again. Clark was also doing a lesson plan. His lesson plan was much more complicated. It took him most of the day to look up the information. Fortunately, he was from Krypton, and it was very close to the sun. , it takes five minutes to charge and lasts for several days. Others may not be able to withstand this workload.

Even so, the espresso on his table was still there. When Schiller came in, Clark said without raising his head: "If you have any questions, please send me an email and describe the problem clearly. I will answer it within 24 hours." reply."

"I'm afraid my problem can't be described clearly in an email. Clark, are you okay?"

"Oh my gosh, Professor."

"You are also a professor now. Has anyone ever called you Professor Kent?"

Clark smiled brightly and stood up to pour Schiller coffee. He said, "They always call me that, which makes me feel awkward, but I can understand you a little bit now, professor. It feels good to be a teacher by example."

Schiller also smiled and sat down and said: "I know you are very busy, so I will try to be as brief as possible. After taking so many classes, what do you think of these races? The best among them. Who are they?”

"Well..." Clark drawled slightly, and then said: "Actually, I feel pretty good about them. They are a group of smart and energetic children."

"Some of them are older than you."

"You can't look at it that way, professor, it depends on your mental age, right? Although Amazon girls have long lifespans, they have only entered society for a few years. The rest of the time is spent training on deserted islands, and their minds are just like those of teenagers. Pretty much the girl.”

"There are some alien superheroes who have been wandering in the universe for a long time and have learned a lot. However, 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 among these races are humans, especially the children of Mexico. Their hometown is full of poverty and riots, which makes them more mature than their peers. People are more mature.”

"What about Atlantis?"

"They have a lot of weird ideas." Clark laughed and said: "They are not on the same line as human thinking, but they are always full of inspiration and positive. If you interact with them more, you will know that they are quite lovable. Like it.”

"When are you going to hold a group discussion class?"

Clark was stunned for a moment and 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 process of discussion, not just you teaching them knowledge."

"Why is this happening?" Clark asked.

Schiller sighed. He suddenly realized that he had overlooked a big problem, that is, none of these professors had a professional background. They seemed to be setting up courses according to their own ideas.

"Because only receiving one kind of education for a long time can easily form thinking inertia, leading to rigid and rigid 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 educational methods during the course, such as carrying out group discussions, social practice, family experiments, etc., so that family education and social education can participate, so as to retain students to the greatest extent. They have active minds.”

Clark scratched his head and said, "I have given them three lessons, and I think they have learned very well."

"Have you finished the first part of the theoretical knowledge?"

"It should be almost done, I've already introduced a lot."

"Can you show me your lesson plan?"

Clark rummaged through and found a pile of paper. Schiller frowned as soon as he took a look at it. There was nothing wrong with what was written on it. The problem was that it was not a lesson plan. It only contained knowledge and Clark's ideas for describing the knowledge. No mention of students at all.

Anyone who has teaching experience or has passed the teacher qualification certificate knows that the biggest difference between writing a paper and writing a lesson plan is that the paper only needs to focus on knowledge, but the lesson plan must focus on the students, and the knowledge is listed to guide students.

Schiller sighed and wanted to talk, but he didn't know where to start. He asked, "Diana didn't mention to you that she wanted to have a group discussion?"

Clark shook his head and said, "She is a physical education teacher. Does physical education also need to be discussed?"

"Then we also need to conduct group activities, including group exercises and group confrontations. You have not organized social practice?"

"We are on Mercury now, where can we practice?"

Schiller sighed deeply and said: "Although they are on Mercury, the Internet is not disconnected. They can do online practice or have video calls with their relatives, friends and family."

Schiller put down the pile of lesson plans and said, "Let's do this. At nine o'clock tonight, we will set aside two hours to hold a teaching seminar, and I will send you an email."