We suggest addressing the crucial questions listed below 之前 the laboratory session.

关于实验教学的五个关键问题:

1. 什么 are the most important things a student should learn from this experiment, perhaps things that can不 be learned by reading a textbook or listening to a lecture?
2. 我怎样才能让学生参与到实验中来, 而不是机械地遵循指示?
3. Where are students likely to get stuck, or to do the wrong thing without realizing it?
4. 什么 can I do or say to make this experiment more meaningful—how does it relate to the course overall, 其他的实验, 到目前的技术, 我们对自然的理解和欣赏, 或者我们如何生活?
5. 学生和他们的设备将做什么 看起来和听起来像 当他们把实验做好的时候, 以及我如何从视觉中识别“可教时刻”, 听觉, 以及行为线索?

关于实验室物流的五个关键问题:

1. 什么 milestones can be identified in the experiment—things that students should have achieved at certain times through the lab session—and how will I check that they're making good progress?
2. 如果仪器丢失了, 破碎的, 或故障, or if it breaks while in use (perhaps spreading glass shards or hazardous materials), 我该怎么办??
3. If I need assistance to cope with lots of students needing help at once, who do I call?
4. If we need to evacuate, how do I direct the students, where do we go, and where do we assemble? 在我们离开之前，有什么需要关闭或保护的?
5. 如果有人受伤, 我在哪里可以找到像洗眼器这样的东西, 急救箱, 防溅工具, 护理人员的?

It is important to be in constant communication with both the course instructor and the laboratory coordinator. Too many problems have arisen when assumptions are made about the lab TA's level of understanding about their role. The best way to head these off is by having conversations with the relevant people.

Familiarity with the work that your students are covering in their lectures is vital. 因此, it would help you in your lab TA work if you attended all lectures (or as many as possible). 这种方式, you are effectively refreshing your knowledge of the content prior to the laboratory session.

Familiarity with the laboratory equipment, processes, and safety procedures is equally important. 学生很快就会失去信心, 以及对, 一个似乎不知道设备如何工作的实验室助教, 或者在实验过程中遗漏了一步, 然后必须尝试进行"保存". If possible, go to the laboratory a day 之前 你看你的课 and practice the experiment. 这样，你就可以犯任何重大错误 之前 你看你的课.

Make sure that you are early for each lab session so that you can prepare the benches and write the necessary information and instructions on the board 整齐. 在最初的几次实验中, include your office hours on the board and encourage students to make use of them.

Begin each lab by stating what the objective of the day’s experiment is. In other words, what knowledge and skills should the students leave the laboratory with? 这也是值得的 短暂的 remind the students how the work that they are about to do connects with the work covered in lectures.

然后, 为他们提供一个清晰的, step-by-step explanation of the experimental process (which includes a description of how to use the equipment as well as any safety precautions they need to be aware of). Try 不 to leave anything out on the (potentially mistaken) assumption that it should be obvious to the students. Keep checking in with the students after every step in this process to make sure that they understand.

Be careful 不 to talk for too long—you will need to find a balance between giving the students sufficient information to complete the experiment, 用太多的信息让他们感到无聊.

Throughout the explanation, encourage students to engage with you and ask questions. It is important that they recognize the lab as a safe space for learning. 也, try 不 to answer their questions straight away—ask the class if anyone wants to attempt an answer. 这种方式, you will encourage a more participatory learning experience for them. 同时，验证他们的答案 即使它们是错误的—a wrong answer is a fantastic opportunity for learning because you can explore 为什么 答案是错的.

Always have a 'plan b'—what you would do if there was an equipment malfunction, for instance.

在你的解释中, 注意学生的肢体语言——皱眉, 深叹了口气, 紧张的动作通常表示困惑和不确定. 当你意识到这种行为, stop and encourage the students to tell you where they started getting lost. 然后，回去重新开始你的解释. 另外, you could ask one of the other students in the group to explain the work.

试着尽可能多地“划分”工作. That is, break it down into smaller, more manageable steps—this makes the stages easier to follow.

一旦学生们开始做实验, 经常在两组之间移动, 没有徘徊. 当你看到学生有问题, 走过去问他们一些建设性的问题, probing questions about where they think that they might have gone wrong. Avoid the temptation of jumping in and giving them the answer or solution immediately. 相反，让他们自己试着去推理. 这对他们来说是一个很好的学习机会.

在实验的最后几分钟, 让一两个学生总结实验, 它的过程, 以及其他同学的结果. 另外, you could go around the class and ask each student to name one thing that they learned in the day's lab that they did 不 know 之前. 在理想的情况下, 不应该有“重复”, but it is 不 the end of the world if more than one student lists the same thing. 什么 is important is that they have a chance to reflect on and articulate the day's work.

After the lab, do a reflection of your own: think about what worked well, and 为什么. 还有，是什么 不 工作得很好? 你会如何处理这种情况? It would be useful for you to capture these thoughts in a journal so that you can revisit them from time to time.