Lectio
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Lectio (a legendo) vel schola est introductio verbo tradita ad praebenda data vel docere homines de certa re, exempli gratia, magister in universitate vel collegio. Lectiones data critica, historiam, scaenam, rationes, et aequationes convehunt. Contio politici, homilia ministri, vel adeo negotiatoris sermo venditionis, lectionis similis esse potest. Qui legit coram spectatoribus usitate stat, resque ad disciplinam lectionis pertinentis recitat.
Quamquam lectiones ut ratio docendi multo reprehenduntur, universitates alteras rationes docendi utiles pro pluribus eorum cursuum non iam inveniuntur. Reprehensores dicunt lectionem praecipue esse rationem communicationis unici cursus quae societatem spectatorum non implicat; ergo, lectio cum doctrina activa saepe comparatur. Lectiones ab oratoribus sollertibus studium stimulare possunt; utique lectiones in academia supersunt ut ratio rapida, vilis, efficiens, per quam multi scholares certam rem semel discere possunt. Reprehensio lectionum saepe vocabulis Samueli Clementi falso tributis summatim describitur: "Collegium est locus ubi litterulae professoris recte ad litterulas scholarum eunt, sine transiendo per cerebra ullius."[1][2]
Lectiones partes magni momenti extra locos docendi etiam habent. Praemia academica et scientifica lectionem usitate comprehendunt ut pars honoris, et colloquia academica saepe contiones keynote celebrant. Acroases, lectiones publicae, diu in scientiis et motibus socialibus habitae sunt. Curiae syndicatuum, exempli gratia, multas lectiones de rebus variissimis gratis habuerunt. Similiter, ecclesiae, media communium, bibliothecae, musea, et aliae organizationes lectiones habuerunt ad eorum proposita vel usus eorum clientium promovendos. Lectiones sunt continuatio traditionis oralis contra communicationem textualem in libris aliisque mediis significatam.
Nexus interni
Notae
[recensere | fontem recensere]- ↑ Anglice: "College is a place where a professor’s lecture notes go straight to the students’ lecture notes, without passing through the brains of either."
- ↑ "The Professor’s Lecture Notes Go Straight to the Students’ Lecture Notes". Quote Investigator. Hic situs arguit Edwin Slosson primum scriptorem probabiliter fuisse.
Bibliographia
[recensere | fontem recensere]- Bassey, Michael. 1968. Learning methods in tertiary education. Internal paper Nottingham Regional College of Technology.
- Bligh, Donald A. 2000. What's the Use of Lectures? Franciscopoli: Jossey-Bass. ISBN 0787951625.
- Liessmann, Konrad Paul. 1994. Über den Nutzen und Nachteil des Vorlesens: Eine Vorlesung über die Vorlesung. Vindobonae: Picus. ISBN 3854523246. [1].
- Mackworth, Jane. 1970. Vigilance and Habituation. Penguin.
- Marks, L. E., et G. A. Miller. 1964. The role of semantic and syntactic constraints in memorisation of English sentences. Journal of Verbal Learning and Verbal Behaviour 3(1).
- Scerbo, W. M., J. S. Warm, W. N. Dember, et A. E. Grasha. 1992. The Role of Time and Cueing in a College Lecture. Contemporary Educational Psychology 17(4):312–328.
- Tufte, Edward R. 2006. The Cognitive Style of PowerPoint: Pitching Out Corrupts Within. Ed. 2a. Cheshire Connecticutae: Graphics Press. ISBN 0961392150. The Cognitive Style of PowerPoint
Nexus externi
[recensere | fontem recensere]![]() |
Vicimedia Communia plura habent quae ad lectionem spectant. |
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Vide lectionem in Victionario. |
- Lectiones interretiales, www.forum-network.org
- "Short and Sweet: Technology Shrinks the Lecture," chronicle.com (The Chronicle of Higher Education, 20 Iunii 2008)