| As an instructor I have learned that selection of a textbook is half the battle in teaching a course. A good text does much of the work of conveying Information to students. This leaves class time free for discussion, and it leaves students asking for more. When a book overwhelms students or cools their interest, teaching becomes an uphill battle. For this reason, I have worked hard to make this a readable, comprehensible, and interest- Ing text. Since this is a highly student-oriented book, it is appropriate to let student comments show the response to what I have tried to accomplish. The following comments were made by students who used this book in manuscript form at the University of Arizona: I found .the book to be very humorous and interesting to read. Most of all, the te~t was readable. By that, I mean that it held my interest. I found myself actually reading ahead of scheduled assignments. I have even caught my brother reading this text, without encouragement from me! I found myself not only reading the assigned chapters, but also reading ahead. This is one of the most interesting textbooks I have ever read. So, this is a book students can read and will read. Will they learn fromIt? Ironically, few psychology texts have made use of learning principles toteach psychology. With the help of W. Royce Adams, a reading and studyskills specialist, the chapters of this book have been designed to maximizereader participation and comprehension. Basically, each chapter is builtaround the well-known SQ3R study-reading formula. The success of thisapproach is indicated by student reactions: The SQ3R set up, with questions and learning checks within the chapters, was a great help. Up until I took this course, SQ3R was something I had been told about but had never seen applied. |
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