Volume 3,Issue 9
统计学与“学生读PPT”
在高校课堂教学中，“教师读PPT”通常视为教学设计的反面教材。然而，若将“读”的主体从教师转向学生，课堂教学将会发生什么变化？尤其在统计学这类逻辑性强、符号密集、概念晦涩、抽象度高以及认知负荷颇高的课程中，学生朗读PPT上的内容，并随着课程学时的增加教师在学生读后辅以对应的问题，这究竟是无效课堂互动，还是一条通往深度学习的路径？让学生读PPT是否真得有意义？本文将从教育学、心理学、课堂互动理论和统计学教学实践出发，探讨学生“读PPT”行为在统计学教学中的潜在价值，并提出可持续的教学策略。
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