Intro
Preface to the Second Edition
Preface to the First Edition
Contents
List of Figures
List of Tables
About the Author
1 How Do I Use This Book?
Abstract
1.1 A Brief Introduction
1.2 Basic Idea of This Book
1.3 How to use this book
References
2 Popular Myths
Abstract
2.1 You Can't Say What Good Teaching is
2.2 You Can Say What Good Teaching is, but it Differs Depending on the Subject
2.3 Good Teaching Does Not Work if the Conditions are Bad
2.4 It is Not My Task as a Teacher to Deal with the Students in My Lessons

2.5 The Teacher Personality: Good Teaching Can Either Be Learned or Not
2.6 The Special Teaching Method (Insert Name Here) is the only Right One
2.7 I Have to Change the Teaching Method or Do Something Original Every 15-20 min
2.8 The Teaching Format (Lecture, Seminar, Exercise) Determines My Teaching
2.9 One Must Take into Account Learning Types
2.10 Teacher-Centered Vs. Student-Centered Teaching: Teacher-Centered Learning is Generally Bad, Student-Centeredness is Generally Good
2.11 Surface vs. Deep Learning: Deep Learning is Always Better

2.12 Teaching Evaluation Results Say Nothing
2.13 Good Teaching Doesn't Matter, a Student Needs to Have the Right Personality
2.14 Students Just Want to be "Entertained" and Do Nothing Themselves
2.15 Students Must Take Notes, Otherwise They Will Not Learn Anything
2.16 Students Must Fear the Teacher, Otherwise They Will Have No Respect
2.17 The Students are Getting Dumber
2.18 Expert Opinion Beats Empiricism: "In My Experience..., However, It Is so That ..."
2.19 Good Researchers are Also Always Good Teachers
References

3 What is Good University Teaching and What Can I Do as a Teacher?
Abstract
3.1 Definition of Good University Teaching
3.2 Dimensions of Good University Teaching: What Can I Influence as a Teacher?
3.2.1 How Big is My Influence on the Result?
3.2.2 Individual Dimensions of Good University Teaching
3.3 The Effectiveness of Good University Teaching
3.4 Most Effective Aspects of Good University Teaching
3.5 Practice Examples-In General
References
4 Lesson Planning
Abstract
4.1 Clarify Framework Conditions
4.2 Set Learning Goals

4.3 Selecting Content Based on Learning Goals
4.4 Choose Teaching Methods (Adapted to Learning Level)
4.5 Choose Examination Methods (Adapted to Learning Level)
4.6 Create Course Schedule
4.7 Plan Individual Sessions
4.8 Practical Examples of Lesson Planning
4.8.1 A Practical Example from the Humanities
4.8.1.1 Conditions
4.8.1.2 Learning Goals
4.8.1.3 Selection of Content, Teaching and Examination Methods
4.8.1.4 Course Schedule
4.8.1.5 Plan Individual Sessions
4.8.2 A Practical Example from the Social Sciences
4.8.2.1 Learning Goals