Reading 3 Interactive Learning
by Prof. David Kuske – 大卫-库斯克教授
A. Observations on interactive learning 互动式学习中的观察
When interactive learning is not done properly, people will not like it. “Too often we end up sharing our ignorance or listening to some people talking about their personal hang-ups.” However, when it is done properly, people will enjoy it. “Knowledge that I only hear is soon forgotten. Knowledge that I think about and talk about with others is remembered and more likely to be used in my life.”
当互动学习没有恰当进行的时候，人们就不会喜欢这种方法。 “总是以分享无知的观点和聆听别人的烦恼来结束课程” 然而当互动学习被处理的恰到好处，人们就能乐在其中。 “仅仅是听过的知识马上就遗忘了，我思考并且和其他人讨论过的知识会被记住并且更可能会运用在生活里面”.
B. Using interactive learning 运用互动学习
Interactive learning must not cheapen biblical truths by spending time on personal opinions about the Bible. Instead, it should increase the learning of biblical truths by helping to explain it and make it personal to the students.
When we lead class members to talk about biblical truth with one another:
• it makes them surer of what they believe
• it makes them more confident to share with others what they believe
• it makes them want to live what they believe knowing that others share their belief in a biblical truth
Before interactive learning can take place, the teacher must establish the proper biblical background and clearly present the problem to be solved. Also, 8 to 12 problems in a one hour Bible study is all adults can do.
You do not stop being a teacher during interactive learning. You must still lead and guide the students to deal with each problem in the light of biblical truths presented in each passage being discussed.
C. Four responsibilities of the teacher 教师的四项职责
1. You must give all the necessary background and state the problem clearly. You get the discussion started and keep it focused on the problem.
The teacher can do this only if the problem:
• is directly related to the Bible truths just studied （not only distantly connected to it）
• is of interest for all the class members （not just a few）
• is clearly defined with several parts, or is ambiguous （not clearly all right or all wrong）
• 与所学的圣经真理有直接联系 （而不是相距甚远的间接关系）、
• 所有同学都感兴趣的问题 （而不只是几位）、
2. You must keep the interactive discussion focused on the main points at all times. Until you have a lot of experience in leading a discussion （or until the class becomes used to discussion）， you can do this best by breaking the problem into several parts and leading the class to work at each of these parts one after another （not going back and forth between them）。
3. You need to keep the discussion from going off in another direction. You do this by giving a short answer to any question or comment by a class member that is off the track. You then bring the class’ attention back to the problem being discussed.
4. You need to make sure all the class members clearly understand the solution to the problem by having a member of the class summarize the solution as a biblical truth. Then bring the discussion to an end with a vivid and concrete illustration of the biblical truth and its application in the specific case just discussed.
D. Different formats for interactive learning 互动学习的不同形式
Listed below are the most important formats used for interactive learning.
• A question with a number of possible answers （several items mentioned in a passage, numerous examples of the point under study, complete this sentence…， etc.）
• A statement or example from everyday life that is partly correct and partly wrong （agree/disagree, evaluate…， what’s wrong here…， etc.）
• Give a list of things that relate to a Bible truth （right/wrong and why, priority ranking, best answer）
Various kinds of cases studies:
Paragraph by student
Unfinished story （what would you do if…）
E. Using breakout groups effectively 有效使用分组
In order for breakup groups to work successfully, the following must take place:
Only three or four people per group
Make one person in each group the leader or reporter
Make the assignment very clear
Put a time limit on the discussion （2-4 minutes is usually enough）
The teacher should move from group to group （answering questions, dealing with misunderstandings, keeping the group on track）
FORMATS: Read sections D and E on page 18. Here teachers are given some suggested methods of interactive learning （formats） and some hints on small or breakout groups. Think about what a small Bible study might be like in your community with some people whom you are trying to evangelize.
Which of the formats do you think might be most effective in getting them involved yet keeping them on track?
If you had 10 people do you think a breakout group might work well? Why or why not?
PROBLEMS: Reading 4: Interactive Learning - Problems and Solutions discusses three problems encountered in many classes. Briefly describe in your own words the three problems and one good solution for each.
问题：阅读4: 互动学习 – 问题和解答 讨论在许多课堂中遇到的三个问题。用你自己的语言简述三个问题并为每个问题附上一个合适的答案。