What these students were good at...was feeding back correct answers: they had mastered the arts of short-term memory and recall. The whole class was a wonderful example of what the British call "surface learning." But very little "deep learning" - which comes with time, depth, practice, and reinforcement - seems to have occurred. This section of a keynote address by Theodore J. Marchese at the 1998 conference of the American Association for Higher Education gets right to the heart of a problem many educators face: which teaching techniques can encourage students to master course content. As professional engineers, we understand that our students' success in the professional practice of engineering is contingent on their ability to remember and apply critical skills years after they learned them in school. As professional educators, our success in teaching these skills in the classroom is contingent on the students' ability to remember and apply critical skills months after they learned them in the classroom. Clearly the former does not occur without the latter, and the latter, according to Marchese and others, is an elusive goal. This paper explains a technique developed and implemented by several Civil Engineering faculty members teaching structural mechanics, analysis, and design at the United States Military Academy in the Spring, 2009 and the Fall, 2009 terms to encourage mastery of critical skills and transfer of these skills to subsequent courses. The concept is called "Problem Set Zero" to stress the fact that the material being evaluated is from the prior course(s) and must be mastered before a student begins Problem Set One.
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机译：这些学生擅长的东西......正在喂回正确的答案：他们掌握了短期记忆和回忆的艺术。整个班级是英国呼叫“表面学习”的精彩典范。但很少的“深度学习” - 随着时间的推移，深度，练习和加固 - 似乎已经发生。这一部分由Theodore J. Marchese的主题演讲在1998年的美国高等教育协会会议上获得了众多教育工作者面临的问题：哪些教学技术可以鼓励学生掌握课程内容。作为专业工程师，我们了解到，我们的学生在工程专业实践中的成功取决于他们在学校学会中学到的时候记住和应用关键技能年的能力。作为专业教育工作者，我们在教室里教导这些技能的成功取决于学生在学习在课堂上学习后的学生记住和应用关键技能的能力。显然，前者不会发生后者，后者，后者，根据Marchese等，是一个难以捉摸的目标。本文解释了由春季春季和2009年秋季在美国军事学院教学结构力学，分析和设计制定和实施的技术，2009年秋季，2009年秋季，鼓励掌握这些技能的关键技能和转移到后续课程。该概念被称为“问题设置为零”，强调所评估的材料来自先前的课程，并且必须在学生开始问题设置之前掌握。
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