YEN-JIE LEE: I think for the physics educators,
I would suggest then to introduce
the kind of big question we are trying
to solve in the very beginning of the lecture.
Then people will come into your lecture
and then knowing that we are trying to solve
this specific question.
Then we work on the theoretical calculation using our physics
intuition and physical laws we learned from other class
to solve this question.
And then we check if we have answered
the big question which we actually
introduced in the beginning.
And finally, I would like to stress
that comparison between, say, analytical calculation
and the demo is actually very, very important.
OK?
Because that gives you a chance to verify
your theoretical assumption to see if our calculations
actually make any sense.
And finally, I usually summarize the kind of take-home message,
or the conclusion from this course
so that people can walk out of the classroom
and knowing that this is actually what
they learned from this lecture.
So actually, I think that is actually
a applicable to all kinds of different physics course.
If we actually try to do that way,
then that would make the physics course much more enjoyable.
In general, teaching a course, the lecturer
has to show that he is so interested in this course.
It is true when the lecturer actually knows about the course
very well and knows the excitement about this course
very well.
So why don't you just show it?
Right?
Because that will excite a lot of interest
from the students in the classroom.
And also, that will make your lecture much more enjoyable,
not only for the students, but also for yourself
because you feel really happy when you're
teaching in the classroom.