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O'Hare, Michael. "Classroom design for discussion-based teaching." Journal of Policy Analysis and Management 17, no. 4 (1998): 706–20. http://dx.doi.org/10.1002/(sici)1520-6688(199823)17:4<706::aid-pam7>3.0.co;2-o.
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Lee, Daehyun. "Designing an online discussion and debate class model for Korean languege learners for academic purposes." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 18 (2023): 843–54. http://dx.doi.org/10.22251/jlcci.2023.23.18.843.
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Objectives This study is to propose an online discussion and debate teaching learning models for academic purposes. To this end, review models used in existing discussions and debates that are used in existing discussions and debates suitable for learners in digital era and discussion classes suitable for learners.
 Methods In this study, the preceding studies on teaching learning about teaching learning, discussions on teaching learning, discuss what area using discussions and debates, discuss what areas such as learning, discussion and debate.
 Results The existing academic purpose discussion class model analyze the validity and suitable model, analyze what suitable model can be used in online, and establish a prerequisite for application.
 Conclusions In this study, it was designated based on online discussion and debate, based on online discussion and soil based on the proposed model based on the proposed model. Next, I would like to propose a class model can be used among real-time and discussion areas.
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Mao, Xinyu. "Teaching Design of Discussion-based Teaching Method in International Chinese Polysemy Teaching." Journal of Education and Educational Research 9, no. 2 (2024): 196–99. http://dx.doi.org/10.54097/ckpc5629.
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Polysemous words are words which are composed of many meanings related to each other. Different from homonyms, there is a complementary relationship between the meanings of polysemous words, and each sense is only applicable to its own specific context. Therefore, it is difficult for beginners to correctly choose the right meaning in the corresponding context, resulting in ambiguity and Chinese communication barriers. In order to carry out the teaching of polysemous words in international Chinese more pertinently, this paper takes the word "shenqian" as an example and carries out the teaching design combined with the discussion-based teaching method.
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Park, Kwanghee. "Enhancing Activeness and Educational Competitiveness by Extended Implementation of Discussion-based Lectures." Korean Association of General Education 18, no. 3 (2024): 123–34. http://dx.doi.org/10.46392/kjge.2024.18.3.123.
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This study aims to explore educational changes through discussion-based classes by highlighting the value and effectiveness of discussions while emphasizing the need to enhance self-directed learning abilities. Discussions are beneficial for forming subjectivity, and expanding and applying them can unlock students’ potential in many areas. Given the longstanding patterns of Korean education, it is necessary to actively consider a methodological shift towards self-directed, creative, and self-enlightening (sustainable) learning through discussion-based classes. Discussion-based learning improves critical thinking, fosters creativity and proactivity through self-directed learning, and ensures learning sustainability. Therefore, this study will analyze the advantages of discussion-based learning both domestically and internationally, explore its application in university teaching systems, and ultimately examine how a teaching method based on self-directed learning and discussion can enhance educational competitiveness. As a research method, this study will adopt discussion-based teaching methods for liberal arts courses, analyze class operations and learning outcomes, and examine how the activeness, creativity, and cooperativeness of discussion classes relate to the enhancement of learning abilities and educational competitiveness. Through this analysis, the study will demonstrate the expansion of discussion classes and show the potential of discussion-based learning in the coming AI era. The transition to discussion-based classes is expected to create a cycle of activeness, creativity, and sustainability through the process of preparation, presentation, and discussion, ensuring learning continuity and driving fundamental changes and innovations in the education system. Considering that the ultimate purpose of education is “not the transmission of knowledge, but to enable learners to teach themselves and develop their abilities to the fullest,” this shift in learning style is significant. It is hoped that, in the era of the Fourth Industrial Revolution, Korean education will establish a turning point for future changes through a methodological transition to self-directed, creative, and self-enlightening (sustainable) learning via discussions, thereby increasing the sustainability of discussion-based classes.
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Stanulis, Randi Nevins, Susan K. Brondyk, Sarah Little, and Erin Wibbens. "Mentoring Beginning Teachers to Enact Discussion-based Teaching." Mentoring & Tutoring: Partnership in Learning 22, no. 2 (2014): 127–45. http://dx.doi.org/10.1080/13611267.2014.902556.
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Jyothirmayi, R. "Case-based Discussion: Assessment Tool or Teaching Aid?" Clinical Oncology 24, no. 10 (2012): 649–53. http://dx.doi.org/10.1016/j.clon.2012.07.008.
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Cheng, Bin, and Baiyun Zhang. "Discussion on Teaching Reform Based on Embedded Systems Courses." Journal of Educational Research and Policies 6, no. 11 (2024): 114–15. https://doi.org/10.53469/jerp.2024.06(11).25.
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With the rapid development of electronic information technology, embedded systems have demonstrated extensive application value across numerous fields. However, the traditional teaching model of embedded systems has struggled to meet the current demand for embedded engineers in society. This paper aims to explore measures for reforming the teaching of embedded systems to enhance teaching quality and cultivate high-quality embedded engineers who meet market demands.
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Puzatykh, A. N. "FEATURES OF THE PHILOSOPHY-BASED LANGUAGE TEACHING." Educational Psychology in Polycultural Space 59, no. 3 (2022): 116–23. http://dx.doi.org/10.24888/2073-8439-2022-59-3-116-123.
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As a unique approach in modern teaching methodology, philosophy-based language teaching (PBLT) engages students in a dialogue-based discussion of philosophical questions in English. This study aims to highlight practical ways to use the philosophy-based language teaching approach. At the same time, the key point is the redistribution of the roles of both language learners and teachers in the process of conducting English classes. The article presents the following practical recommendations for implementing this approach in English classes: firstly, the English language curriculum can be developed using the principles of the PBLT approach; secondly, speaking of language skills, developers of teaching materials should include philosophical questions that are related to the daily life of students in tasks before and after reading a text (or watching a video). The article notes that this approach has a positive effect on the development of writing and speaking skills, and also increases students’ readiness to communicate in English. In conclusion, we note that the discussion of not very difficult philosophical issues in English classes can motivate students to take an active part in the discussion. This is especially true if the philosophical questions are about real-life problems that students face on a daily basis. The use of this approach not only encourages students to develop critical thinking, but also facilitates class discussion and increases motivation to learn the language.
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He, Zhimin, Wei Zhang, and Jinghua Wang. "Innovative Exploration of Theory-Practice Integration in Electronic Technology Based on Hierarchical Project-Based Teaching." Education Reform and Development 7, no. 1 (2025): 195–203. https://doi.org/10.26689/erd.v7i1.9591.
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Electronic technology is a basic course for undergraduate non-electrical majors. The goal of the course is to let students establish the basic concept of electronic information engineering, train the ability of electronic circuit analysis, and establish the engineering thinking of electronic technology. This paper aims at the key problems in the electronic technology course education, and puts forward the solution ideas based on project-based teaching. Based on the teaching concept of OBE, the teaching innovation design of the curriculum is carried out from top to bottom, the teaching objectives of knowledge, ability and literacy are reshaped, the three-level teaching strategy of data-driven, team discussion and competition-led is formulated, and three main lines of teaching activities including teaching, discussion and engineering practice are designed, thus forming an online and offline mixed teaching paradigm based on hierarchical project-based teaching. It provides a new teaching reform idea for the construction of similar courses in China.
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Syarifah, Eva Fitriani, and Wawan Gunawan. "Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach." English Review: Journal of English Education 4, no. 1 (2016): 39. http://dx.doi.org/10.25134/erjee.v4i1.306.
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Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova & Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.
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Jain, Vaishali, Vandana Agrawal, and Yashdeep Das. "Integrating case-based discussion into the teaching of biochemistry." Education for Health 34, no. 3 (2021): 118. http://dx.doi.org/10.4103/efh.efh_145_19.
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Jain, Vaishali, Vandana Agrawal, and Yashdeep Das. "Integrating case-based discussion into the teaching of biochemistry." Education for Health 34, no. 3 (2021): 118. http://dx.doi.org/10.4103/efh.efh_145_19.
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LIU, Kai, Qi-Qi LI, and Yu-Fen CAI. "Application of Discussion-Based Teaching Method in Analytical Chemistry." University Chemistry 31, no. 10 (2016): 49–53. http://dx.doi.org/10.3866/pku.dxhx201602006.
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Zhang, Guangwei, Fuguang Du, Yuzhu Ma, Fang Shen, and Yan Liu. "Discussion on the SAKIO-Based "Five-in-One" Blended Teaching Reform." Journal of Higher Education Research 5, no. 5 (2024): 274. https://doi.org/10.32629/jher.v5i5.2927.
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In the context of high-quality and connotative development of higher education institutions, this study addresses the characteristics of talent demand in the new era, adhering to the educational philosophy of "people-oriented, moral education." A "Five-in-One" blended teaching model is proposed and exemplified with the "Cartography" course. The study elaborates on optimizing teaching design, refining teaching content, and improving teaching schemes. Application practices demonstrate that a teaching model integrating professional courses with ideological and political education, combining theory with practice, and deriving outcomes from interest fosters a balanced development in morality, intellect, physique, aesthetics, and labor. This model significantly enhances students' learning motivation and course participation, stimulates their self-directed learning and innovation, and hones their deep thinking and collaborative skills, thus substantially improving teaching quality and achieving teaching objectives. The approach provides valuable insights for teaching reforms in similar disciplines.
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Fiona, Alde Risa, Anoegrajekti Novi, and Anwar Miftahulkhairah. "Web-Based Teaching Materials in the Covid-19 Pandemic: Implementation of Technological Advancements." International Journal of Social Science and Human Research 05, no. 1 (2022): 84–87. https://doi.org/10.5281/zenodo.5852978.
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This study aimed to determine web-based teaching materials in the covid-19 pandemic time as implementation of technological advancements. The method used is literature study or literature review. A literature study is a research design used in collecting data sources related to a topic. It collects data for the study of literature using a database to search for literature sources. Data collection used the Reporting Items for Systematic Review and Meta-Analysis (PRISMA) method. From the results of research and discussion, it can be concluded that the web or website is a site that contains various documents and information that can be accessed by individuals and groups using the internet. Because of its superiority in finding information, the website is widely used as a medium of communication, promoting business, and even learning activities. Through the website, the implementation of learning will be easier and more interesting. Students can access various learning resources through the website, provide complete practice questions, and provide discussion space for students and interesting visualizations.
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Wu, Na. "Discussion on Practice Teaching Mode Based on the Engineering Project." Applied Mechanics and Materials 448-453 (October 2013): 4579–82. http://dx.doi.org/10.4028/www.scientific.net/amm.448-453.4579.
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For "Fundamentals of interchangeability and measurement technology " curriculum is not adapt to the cultivation of applied talents, the discussion on practice teaching mode based on the engineering project is proposed. The new practice teaching system is constructed by the reconstruction of practice teaching assessment methods, teaching method reform, improvement of the experiment content, diversity of evaluation way, excellent "Fundamentals of interchangeability and measurement technology " team building.The practice verified by transition to comprehensive, design, so as to develop students awareness of innovation, practical ability, and improve students' ability to analyze and solve problems, meet the social demand for comprehensive, applied talents.
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Verma, Niket, Maria Thomas, and Dinesh K. Badyal. "Online monthly discussion module of simulation-based teaching: Effect on knowledge." Journal of Education Technology in Health Sciences 8, no. 2 (2021): 48–52. http://dx.doi.org/10.18231/j.jeths.2021.010.
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Online discussion forums engage learners in higher-level thinking, allowing them to explore topics in much greater depth. One such formal online professional discussion platform is the two-year Foundation for Advancement of International Medical Education and Research (FAIMER) Fellowship offered by the Christian Medical College Ludhiana (CMCL) - FAIMER Regional Institute (CMCL-FRI). In this study, we report the results of a survey conducted among FAIMER fellows after attending online discussions on Simulation-based teaching (SBT) to evaluate their change in knowledge levels on the topic. This was a retrospective analysis of pre-moderation and post-moderation questionnaire responses. The questions/statements were designed to cover the entire range of topics planned to be discussed during the moderation month.: While the median score between the pre-moderation and post-moderation month questionnaires remained the same, the average score showed an increase from 9.5 to 10.37. The number of fellows who scored the maximum possible score of 12 showed a significant increase from 2.94% to 23.33% between the pre-session to the post-moderation month questionnaires (p-value=0.015). The percentage of respondents who answered the questions correctly in the post-moderation month questionnaire showed an increase over the pre-moderation month questionnaire in 10 out of 12 questions, with the increase being highly significant in 2 out of these 10 questions. Attending online ML web discussions leads to an increase in knowledge levels among participants and is an effective way to introduce medical educationists to essential concepts in medical education.
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王, 清. "Discussion on Online and Offline Mixed Teaching Mode Based on Flipped Classroom Teaching." Creative Education Studies 08, no. 05 (2020): 792–96. http://dx.doi.org/10.12677/ces.2020.85129.
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Aflah, Mita Nur. "Task-Based Language Teaching As A Method of Instruction In Teaching Speaking." Briliant: Jurnal Riset dan Konseptual 6, no. 1 (2021): 41. http://dx.doi.org/10.28926/briliant.v6i1.569.
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This paper aims to explore the theory on classroom instruction particularly Task-Based Language Teaching. It includes a short discussion of the definition and benefits of TBLT to help engaging students in a lesson by encouraging spoken interactions. In addition, teachers are encouraged to explore and experiment with TBLT in order to promote students active participation as well as to maximize opportunities for students to explore the target language. To strengthen the discussion, there is a guided framework to apply in the classroom as the subject matter for students to learn more effectively. Hopefully the paper could provide educators and instructors a method to use and to lead further studies for helping students to explore communicating in English. Moreover, this paper can also serve as a research reference in the field of classroom instruction, for instance in using TBLT to foster speaking skill.
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Joung, Sunyoung, and Sang-Kyun Jang. "The Effects of Online Havruta Discussion Based AI(Artificial Intelligence) Application Education: Focusing Pre-service Teachers' Creative Teaching Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 10 (2023): 427–45. http://dx.doi.org/10.22251/jlcci.2023.23.10.427.
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Objectives The purpose of this study was to investigate the effects of online Havruta discussion-based AI application education on pre-service teachers' creative teaching efficacy. Methods For this purpose, 48 college students taking education method and educational engineering courses at K University in Seoul were randomly assigned to either experimental or control group, and eight topics on AI application education were conducted for eight weeks. The experimental group conducted online Havruta discussion activities in AI application education, and the students in the control group conducted a general online teaching method in AI education. Pre- and post-surveys were conducted in the control group and the experimental group, and covariance analysis was performed on the collected data to find out the difference in creative teaching efficacy of pre-service teachers between the two groups. Results It was found that there was a statistically significant difference in creative teaching efficacy between the experiment and control group. The experimental group showed higher scores in creative teaching strategy efficacy and creative thinking efficacy, which are sub-elements of creative teaching efficacy than the control group, which showed statistically significant differences. Conclusions This online Havruta discussion-based AI application education promoted high-quality discussions through continuous questions and answers to pre-service teachers, and improved creative teaching efficacy. This study, which applied the online Havruta discussion activities, is meaningful in that it presented specific ways to promote social interaction in an online educational environment and specific strategies for teachers to effectively apply artificial intelligence education in the authentic educational environment.
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Arumugam, Balaji, and K. R. S. Sivapriya. "Hybrid problem based learning: An innovative teaching learning method – Reflective experience." Journal of Education Technology in Health Sciences 8, no. 2 (2021): 68–73. http://dx.doi.org/10.18231/j.jeths.2021.014.
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The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.
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Sıriş, Ahmet Bahadır, and Bayram COŞTU. "Enhancing pupils’ understanding via discussion based POE method." Apuntes Universitarios 14, no. 1 (2024): 68–86. http://dx.doi.org/10.17162/au.v14i1.1555.
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The Predict-Observe-Explain method (POE) stands out as an efficient method in order to overcome misconceptions in human understanding. This approach is characterized by its flexibility and variability. Researchers have created an altered version of the POE which is based on discussion and therefore called “discussion-based POE” (short POE-DE). The current research aims to examine the effect of this teaching method by reviewing students’ academic success and the remediation of misconceptions. A total of 63 eight-graders (aged 12-14 years) took part in the underlying study. 32 pupils were part of the experimental group participating in courses with POE-DE based activities. The remaining 31 represented the control group with teaching activities in line with the current science curriculum. The subject of the unit was Simple Machines. The Simple Machines Academic Achievement Test (AAT) was employed to measure the change in the students’ academic accomplishmen. The two-tier Simple Machines Conceptual Test (SMCT) was administered to determine the students’ misconceptions and observe whether they had been rectified. According to the statistical data, POE-DE based teaching activities had a substantial impact on both the academic success rate and SMCT scores of the students.
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Liu, Chunbo, and Jianxiang Zhao. "College English Teaching Model and Discussion Based on Big Data Technology." Archives des Sciences 74, no. 3 (2024): 32–36. http://dx.doi.org/10.62227/as/74306.
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This paper explores the integration of big data technology into college English teaching models to enhance educational outcomes. We developed a Self-Organizing Feature Map (SOFM) neural network-based model for evaluating English teaching quality, aiming to identify factors that improve teaching effectiveness. The model was tested for its training and generalization capabilities, demonstrating fast convergence, high classification accuracy, and robust generalization. Our experimental results indicate that the proposed evaluation model effectively classifies teaching quality by analyzing the competitive layer’s winning neurons. This approach not only advances the assessment of teaching quality but also provides innovative pathways for enhancing university English education, aligning with modern educational needs and technological advancements.
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Dang, Yanyan. "The Application of Case Teaching Method in Environmental Ethics Teaching." Advances in Higher Education 3, no. 4 (2019): 129. http://dx.doi.org/10.18686/ahe.v3i4.1572.
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<p>Environmental ethics education has the dual role of guiding practice and imparting theoretical knowledge and can fully embody the basic characteristics of ecological teaching in teaching activities. Based on the practice orientation of environmental ethics education, this paper focuses on the discussion of teaching cases in environmental ethics teaching. Case analysis, discussion and case summary evaluation are expected to improve the teaching effect. </p>
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Li, Juan. "Based on Authorware Courseware Design." Advanced Materials Research 971-973 (June 2014): 2744–47. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2744.
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the multimedia technology in teaching in the classroom, it can help students to break through the difficulty, quickly and accurately model, improve the efficiency of the whole teaching and promote the teaching reform, is the basic concepts and the current as a preliminary discussion on some problems in practical application.
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Tuzzahro, Ana Latifah. "THE IMPLEMENTATION OF PROBLEM BASED LEARNING IN TEACHING DIRECTION." Bulletin of Scientific Reseach in English Education 1, no. 1 (2023): 1–17. https://doi.org/10.59261/bsree.v1i1.1.
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The research focus in this research is, The implementation of Problem Based Learning In Teaching Direction At Junior State 1 Sumber, Students' perceptions of Problem Based Learning in Teaching Direction At Junior State 1 Sumber. The purpose of this research: To investigate the implementation of problem based learning in teaching direction at Junior State 1 Sumber, To investigate student's perception at the implementation of problem based learning at Junior State 1 Sumber. This research approach is a qualitative approach. This type of research is field research in the form of case study. Data collection techniques using observation, interviews, lesson plan and questionnaire for studen’t perception. While the data analysis uses the Miles and Huberman Models. The validity of the data used is source triangulation and technique triangulation. Research results from the Implementation Problem Based Learning in Teaching Direction At Junior State 1 Sumber Planning includes preparing learning tools and selecting learning materials, Implementation includes, conveying learning objectives, dividing groups, guiding discussions, presenting the results of discussions. And evaluate the results of the discussion, Students' of the learning by using a questionnaire.
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Fan, Liu, and Mo Liyun. "DeepSeek-Based Culinary Craftsmanship Curriculum Construction and Practical Discussion." Journal of Global Research in Education and Social Science 19, no. 3 (2025): 10–19. https://doi.org/10.56557/jogress/2025/v19i39332.
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With the advancement of high-quality development of vocational education and the increasing demand for skilled personnel in the catering industry, the traditional teaching mode of Culinary Craftsmanship gradually fails to meet the requirements of the industry development. Based on DeepSeek technology platform, this paper explores the reform and innovation of Culinary Craftsmanship course in vocational colleges and universities, and applies DeepSeek technology to the construction of Culinary Craftsmanship course species. The study enhances students' academic performance, practical ability and classroom participation through the modularized design of course content, the flipped classroom model of teaching methodology, and the combination of virtual training and practical operation. Data analysis showed that the reformed course significantly improved students' academic performance and practical skills, especially in innovative cooking techniques and teamwork ability; the course structure was adjusted through detailed case studies, thus improving students' practical skills. In addition, students' satisfaction with course content, teaching methods and platforms increased substantially. The results of the study provide practical basis and theoretical support for the innovation of culinary curriculum in vocational colleges.
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Lazić, Božidar. "Controversial discussion for improvement geography teaching." Metodicka praksa 23, no. 2 (2020): 193–200. http://dx.doi.org/10.5937/metpra2002193l.
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Beside earning factually and logical knowledge, insight into casual-ensuing relations between objects and phenomenons, it is necessary that pupils develop some skills during pedagogical-educational process. Children's cooperation in dealing with group tasks is very important from school aspects. Educational aspect means that they are taught by their coevals at the same time as they transfer knowledge to them, which is required for achieving goals. On the other hand, pedagogical part consists of earning motivation, sense of belonging to a group, sense of own significance and contribution to group success, but it also includes obstacles which pupils must manage. All that have been mentioned belongs to special concept in schooling, named controversial discussion. The name itself indicates the basic characteristics of concept - analysis certain controversial topic (actual and traditional) on classes, defense and criticism of standpoint. The best results using this kind of work are achieved by rotation of roles, more precisely in the end of first debate pupils that defended one standpoint, the second part of debate start to support standpoint they criticized before. Debate must be based on scientific arguments and acquired experiences, without one-sided expression.
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Du, Yanxia. "Discussion on Flipped Classroom Teaching Mode in College English Teaching." English Language Teaching 11, no. 11 (2018): 92. http://dx.doi.org/10.5539/elt.v11n11p92.
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Flipped classroom is now one of the most highly valued models in universities. From domestic and foreign research, flipped classroom can provide language input for students&rsquo; autonomous learning via modern information technology, which creates more opportunities for classroom output activities and eventually can effectively improve the teaching effect of College English. This paper analyzes the concept of flipped classroom, summarizes the advantages and disadvantages of flipped classroom teaching model in College English teaching from the existing problems in English teaching, and focuses on the innovative exploration of flipped classroom for college English teaching ideas based on the characteristics and theoretical basis of flipped classroom teaching model. This paper is expected to provide implications for the implementation of the flipped classroom teaching model in College English teaching in China, so as to promote the reform of College English teaching, perfect the flipped classroom teaching model to adapt to the form of College English teaching in China, and lay the foundation for implementation of flipped classroom on a large scale.
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李, 瑞雪. "Discussion on Mathematics Classroom Teaching Based on Self-Depletion Theory." Advances in Social Sciences 09, no. 12 (2020): 1971–76. http://dx.doi.org/10.12677/ass.2020.912278.
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Stevens, Betsy. "Teaching Communication with Ethics-Based Cases." Business Communication Quarterly 59, no. 3 (1996): 5–15. http://dx.doi.org/10.1177/108056999605900302.
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This article focuses on the importance of presenting ethics and communica tion as twin concepts in the management communication class. It underscores the increasing importance and complexity of ethical issues and presents two cases that the instructor can use for analysis and discussion. The cases address two contemporary issues—harassment in the workplace and the consumption of alcohol by pregnant women. Both have implications for business profes sionals and allow students a chance to analyze their views and make decisions about communication strategies.
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McAdie, Diane Rasmussen, Deborah Lee, Karen Snow, Violet Fox, and Elizabeth Shoemaker. "Toward Evidence‐Based Cataloging Ethics: Research, Practice and Training in Knowledge Organization." Proceedings of the Association for Information Science and Technology 60, no. 1 (2023): 808–12. http://dx.doi.org/10.1002/pra2.866.
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ABSTRACTThis panel considers the bridge between research and practice in cataloging ethics. Cataloging ethics – including indexing and classification – is an important part of practice, yet cataloging ethics research and practice are not always clearly connected. The purpose of this panel is to build towards more evidence‐based cataloging ethics practice. Two main areas will be considered. The Cataloging Code of Ethics (2021) is a vital part of these discussions: this major codification of cataloging ethics was the result of both practitioner input and much research. This panel will discuss ways in which the Code can lead to more research‐informed practices. Teaching and training is a crucial – and under‐discussed – aspect of cataloging ethics, both within library and information science education and workplace training. Therefore, the panel will contemplate how training and teaching can germinate research‐based practices. The panel will be in three parts: a panel presentation about cataloging ethics, including each member's perspectives and experiences on teaching and training in cataloging ethics; small group discussions about real world cataloging ethics scenarios, utilizing the Code to generate discussion; and feedback to the whole group with a closing discussion about strengthening the relationship between practice and research in cataloging ethics.
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Barnfield, Anne Mary Clare. "“Did I do good?”: The Teaching and Learning of Ethics." Collected Essays on Learning and Teaching 10 (June 12, 2017): 197–202. http://dx.doi.org/10.22329/celt.v10i0.4752.
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We often assume that students will simply understand specific ethical requirements as they progress, but in reality this does not happen. Students need instruction in ethics. With adherence to the Tri-Council’s ethics policy now mandatory for university research with human participants, understanding of ethics is a necessity. We need students to be empowered to understand and appreciate ethics. This article explains an interactive discussion model, based on teaching experience. Students are assigned readings, with guiding questions, and come to class for a discussion of ethical issues and principles. Details and examples of discussions are given. More must be done to help students develop true understanding of ethics and their application, and engagement in discussion is a crucial tool to achieve this end.
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Susanti, Nova, and Ulfa Zuhroh Twenty Aprian. "ANALYSIS OF TEACHERS' TEACHING PATTERNS BASED ON TRANSCRIPT BASED LESSON ANALYSES (TBLA) ON TEMPERATURE AND HEAT MATERIALS." Journal of Learning Improvement and Lesson Study 2, no. 1 (2022): 1–8. http://dx.doi.org/10.24036/jlils.v2i1.9.
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This study is a study that aims to analyze the teacher's learning patterns in the classroom through transcript-based lesson analysis (TBLA)-based lesson study. There are 3 main stages in this research, which consist of planning (plan), implementation (do), and reflection (see) which are carried out in 2 cycles. The study was conducted in November 2020. The data collection in this study used learning video recordings, observation sheets, and documentation of other artifacts. In cycle 1, the results of the analysis of the pattern of teaching dialogue were dominated by exposition so that fewer discussions were formed. Cycle 2 lesson study is intended to improve learning in cycle 1 so that cycle 2 is carried out based on the results of the reflection of cycle 1. The results of the analysis of dialogue patterns in cycle 2 there is a pattern of teaching dialogue formed in learning consisting of pronunciation, exposition, and discussion so that the number of discussion engagements between teachers and students are more dominant and this result shows that a good teaching dialogue pattern will have a good impact on students' scientific attitudes. From the results of this study, it is suggested that teachers can apply lesson study based on transcript-based lesson analyses. The application of this technical analysis will enable teachers to improve their ability to make learning that will be implemented more effective
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Покрытан, П. А. "TO THE DISCUSSION ON TEACHING ECONOMIC THEORY." Вестник Тверского государственного университета. Серия: Экономика и управление, no. 2(62) (July 4, 2023): 192–99. http://dx.doi.org/10.26456/2219-1453/2023.2.192-199.
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Статья вскрывает ряд проблем, ограничивающих понимание условий, формирующих движение современной системы образования в российском обществе. Отмечается, что традиционные оценки недостатков российской системы образования в большинстве случаев основаны на эмпирически обыденных наблюдениях, ухватывающих внешне воспринимаемые события как достаточные, а потому абстрактные, то есть не требующие проверки на теоретическом уровне познания. Показано, что ползучий эмпиризм ограничивает научное понимание происходящих в образовании негативных явлений и не даёт возможности выработки научно обоснованных рекомендаций по их нейтрализации. В этом состоит научная новизна представляемого материала. Цель статьи – представить суждения научной критики выступлений отдельных участников конференции в Финансовом университете и привлечь внимание к наследию отечественной педагогики, использование которой в настоящее время особенно важно. The article reveals a number of problems that limit the understanding of the conditions that form the movement of the modern education system in Russian society. It is noted that traditional estimates of the shortcomings of the Russian education system in most cases are based on empirically ordinary observations that grasp externally perceived events as sufficient, and therefore abstract, that is, not requiring verification at the theoretical level of knowledge. It has been shown that creeping empiricism limits the scientific understanding of negative phenomena occurring in education and does not make it possible to develop scientifically based recommendations for their neutralization. This is the scientific novelty of the presented material. The purpose of the article is to present the judgments of scientific criticism of the speeches of individual participants of the conference at the Financial University and to draw attention to the legacy of Russian pedagogy, the use of which is currently particularly topical.
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Gauthier, Candace C. "Teaching the Virtues: Justifications and Recommendations." Cambridge Quarterly of Healthcare Ethics 6, no. 3 (1997): 339–46. http://dx.doi.org/10.1017/s0963180100008033.
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The current interest in and discussion of virtue ethics suggests that this approach to moral decisionmaking has several distinct advantages as applied to ethical issues in healthcare delivery. For the most part, calls to incorporate the virtues of the healthcare provider in discussions of these issues have sought to supplement rather than totally replace traditional ethical theories, such as the utilitarian focus on maximizing the best overall consequences and the Kantian concern to act on the duty of respect for persons. Including virtue-based ethics in such discussions allows for a more eclectic view of what should be considered in resolving difficult moral problems. As many critics of the purely principle-based approach have noted, real moral dilemmas are usually quite messy and are not easily susceptible to satisfactory resolution solely on the basis of abstract moral theories or principles.
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Sheen, Mercedes, Maryam A. AlJassmi, and Timothy R. Jordan. "Teaching About Psychological Disorders." Teaching of Psychology 44, no. 1 (2016): 74–77. http://dx.doi.org/10.1177/0098628316679971.
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This study compares the traditional use of case studies against the novel use of discussion boards to teach naive students in the United Arab Emirates about anxiety disorders. Sixty-six female students from an abnormal psychology class were randomly assigned to either the case study condition (CSC) or the discussion board condition (DBC). Students read about anxiety disorders and at the end of the class rated their experience based on four learning outcomes. In each instance, students in the DBC rated their learning outcomes significantly higher than students in the CSC. This suggests that incorporating discussion boards as a pedagogical tool can add a new dimension for engaging student interest, fostering knowledge development, and increasing empathy.
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Bhalli, Muhammad Asif, Abdul Sattar, and Midhat Asif. "TEACHING STRATEGIES." Professional Medical Journal 23, no. 05 (2016): 614–19. http://dx.doi.org/10.29309/tpmj/2016.23.05.1593.
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Objectives: To determine preferences and perceptions of medical studentsabout teaching strategies in basic sciences years. Study design: Mixed method study. Placeand Duration: Khawaja Muhammad Safdar Medical College, Sialkot, from March 2014 toJuly, 2014. Methodology: A total of 77 medical students of 3rd year MBBS were selectedthrough non-probability convenient sampling for this study. A questionnaire to know abouttheir preferences and comments about teaching strategies was distributed to the students.A focus group discussion was also carried out to know in depth opinion of students aboutdifferent teaching strategies. Results: Mean age of the medical students was 22.75 ± 1.05years. Twenty one (27.3%) participants were males and 56 (72.7%) females. Out of 77 students,22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10preferred demonstration on models. Only 01 students preferred one-way lecture as the bestteaching methodology.More female students (30.3% vs 23.8%) preferred interactive lecturesand more male (28.6% vs 17.8%) students preferred small group discussion as their teachingstrategies. Conclusion: Majority preferred interactive lectures (28.57%) and problem basedlearning (25.98%) as teaching strategies. Aligning our teaching strategies with preferences ofthe medical students will improve learning and academics.
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Astika, Gusti. "Task-based Approach to Teaching English for Tour Guiding Students in EFL Context." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (2015): 47. http://dx.doi.org/10.15639/teflinjournal.v11i1/47-65.
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This paper describes a task-based approach to teaching English using an authentic material obtained from a guided tour. It begins with a brief discussion on forms-focused instruction, then follows a discussion on meaning focused and form-focused instruction. This paper also cites theoretical framework and research to justify the implementation of task-based language teaching. It argues that task-based language teaching needs to be modified to accommodate the needs of teaching the language in EFL contexts. At the end of the paper, a procedure is pro-posed for the implementation of task-based language teaching using a sample material from tour guiding.
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Hollins, Etta. "Teaching as Academically Based Professional Practice." Revista da FAEEBA - Educação e Contemporaneidade 32, no. 71 (2023): 21–38. http://dx.doi.org/10.21879/faeeba2358-0194.2023.v32.n71.p21-38.
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This discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedures and protocols that have been tested and validated. Knowledge from practice is generated through systematic observation and documentation of students’ responses to learning experiences and the social context for learning. Teacher preparation includes the knowledge base for teaching and a separate knowledge base for learning to teach.
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Lin, Dong. "Discussion on Higher Education Teaching Strategies Based on Problem-Oriented Learning." Journal of Educational Research and Policies 6, no. 8 (2024): 86–89. http://dx.doi.org/10.53469/jerp.2024.06(08).17.
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This study aims to explore the application strategies and impact of the Problem-Oriented Learning (POL) model in higher education. Our goal is to develop a practical POL implementation plan for higher education institutions through this study, with the goal of enhancing students’ overall competencies and their ability to tackle real-world problems using this teaching model. Specifically, the research begins with an analysis of the theoretical foundations and current applications of POL in university settings. Building on this, this paper proposes a series of innovative teaching strategies, including setting educational objectives, designing course content and structure, selecting appropriate teaching methods and tools, and establishing assessment and feedback mechanisms. Additionally, the study will examine the necessary support measures required for the successful implementation of POL.
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Kramer, IJsbrand, and Geraint Thomas. "Meeting Report: Teaching Signal Transduction." CBE—Life Sciences Education 5, no. 1 (2006): 19–26. http://dx.doi.org/10.1187/cbe.05-11-0127.
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In July, 2005, the European Institute of Chemistry and Biology at the campus of the University of Bordeaux, France, hosted a focused week of seminars, workshops, and discussions around the theme of “teaching signal transduction.” The purpose of the summer school was to offer both junior and senior university instructors a chance to reflect on the development and delivery of their teaching activities in this area. This was achieved by combining open seminars with restricted access workshops and discussion events. The results suggest ways in which systems biology, information and communication technology, Web-based investigations, and high standard illustrations might be more effectively and efficiently incorporated into modern cell biology courses.
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Lao, Yaying, and RoselanBin Baki. "A Discussion on the Innovative Mode of College English Writing Teaching Based on "Internet +"." Higher Education and Practice 1, no. 2 (2024): 23–28. http://dx.doi.org/10.62381/h241204.
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In recent years, under the background of the Internet era, Internet technology has been rapidly developed and widely used, greatly facilitating people's production and life, exerting a far-reaching impact on education and teaching. With the global economic integration, English has great applicability no matter in work or traveling, and English learning has received tremendous attention. College English writing is both an important and difficult part for English teaching. With the development of Internet technology, the application of "Internet +"technology and innovative English teaching methods can help students learn English writing better. This paper mainly analyzes the disadvantages of the traditional mode of college English writing teaching and the advantages of the "Internet +" technology, and discusses the innovative mode of college English writing teaching. The conclusion is that the combination of teaching mode and internet technology can provide new ideas for the innovative teaching mode for universities, improve the teaching level of English writing in universities, broaden the perspective of students' writing and improve their writing ability.
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Chen, Lifang. "Discussion on Teaching Method of Digital Image Processing Technology Based on PBL." Wireless Communications and Mobile Computing 2021 (December 9, 2021): 1–8. http://dx.doi.org/10.1155/2021/2348258.
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A required course for students majoring in digital media technology, computer science and technology, or artificial intelligence is “digital image processing technology.” Aviation, medical image processing, intelligent manufacturing, and many more fields may benefit from the knowledge and skills gained in this course. It contains the qualities of “many conceptions, numerous principles, and various formulae,” according to the curriculum. As a result, traditional teaching techniques only pay attention to the explanation of theoretical information, which may easily lead students to create uninteresting feelings; they have abandoned the in-depth investigation and learning of the course material. The PBL approach is used to provide an interest-driven and problem-solving-driven grounded teaching technique that naturally connects the theoretical foundation with real-world examples and problems. We utilize case teaching to assist students better comprehend theoretical information and to teach them how to apply theoretical knowledge to actual difficulties they encounter in their lives. During the course of many semesters of practice, we discovered that our teaching approaches are quite popular with students. The deployment of a teaching style focused on problem-based learning has resulted in significant improvements in students’ learning initiative, practical ability, and innovative ability.
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Zhou, Xingwen, Zilong Dang, Xingdong Wang, et al. "Research and Discussion on Flipped Classroom Combined with Case-Based Learning in Pharmacoeconomics Teaching." Journal of Contemporary Educational Research 8, no. 4 (2024): 120–25. http://dx.doi.org/10.26689/jcer.v8i4.6600.
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Objective: To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching. Methods: The students majoring in clinical pharmacy in 2019 were selected as the study subjects, and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case. The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students. After the course, questionnaires were distributed through the Sojump platform to evaluate the teaching effect. Results: The results of the questionnaire showed that 85.71% of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative, and improving the comprehensive application ability of the knowledge of pharmacoeconomics. 92.86% of the students think that it is conducive to the understanding and memorization of learning content, as well as the cultivation of teamwork, communication, etc. Conclusion: Flipped classroom combined with case-based learning teaching method can improve students’ knowledge mastery, thinking skills, and practical application skills, as well as optimize and improve teachers’ teaching levels.
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Wang, Zixuan, Liang Xing, and Juanjuan Xu. "Discussion on Building the Culture of Grassroots Teaching Organizations." Region - Educational Research and Reviews 6, no. 6 (2024): 213. http://dx.doi.org/10.32629/rerr.v6i6.2248.
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As the basic unit of the education system, the culture construction of grass-roots teaching organization is not only an important place for knowledge transmission and skill training, but also a key link to shaping students’ character and cultivating students’ comprehensive quality. A healthy, active and dynamic grassroots teaching organization culture has a far-reaching impact on stimulating students’ interest in learning, improving the teaching quality of teachers and promoting the overall development of the school. Based on this, this research is based on the cultural construction of grass-roots teaching organizations, so as to put forward feasible management suggestions and experience.
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Klesse, Christian. "Discussion paper: Teaching sensitive issues – 10 Theses on teaching gender and sexuality." PsyPag Quarterly 1, no. 101 (2016): 15–19. http://dx.doi.org/10.53841/bpspag.2016.1.101.15.
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The following text is based on my personal experience of many years of teaching on gender and sexuality in Higher Education settings in the UK and Germany. The text was originally prepared as a presentation for a workshop on ‘Teaching Sensitive Issues’ at the Department of Sociology of Manchester Metropolitan University on 26 November 2015. The 10 Theses on Teaching Gender and Sexuality address teachers in the Humanities and Social Sciences regardless of whether they deliver specialist gender or sexuality-focused units or not.
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Huang, Le Hui, and Bin Gui. "Discussion on the Construction of the Network Teaching Platform." Applied Mechanics and Materials 644-650 (September 2014): 6136–39. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.6136.
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Network teaching based on web is lashing the traditional teaching model, and will become the mainstream in the new century. The paper discusses the necessity, strategy of function building, and safeguard of the organization and implementation of network teaching platform.
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Zhang, Jianfeng. "The Survey of PAD Teaching Mode on College English Reading Teaching Performance." English Language Teaching 18, no. 3 (2025): 31. https://doi.org/10.5539/elt.v18n3p31.
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The presentation-assimilation-discussion (PAD) teaching mode combines the advantages of &ldquo;lecture classroom&rdquo; and &ldquo;discussion classroom,&rdquo; adopts the separation of presentation and discussion, and focuses on the formative evaluation system, which can improve students&rsquo; independent inquiry ability and thus obtain effective output. Based on an empirical study of the PAD teaching mode and a statistical analysis of teaching performance on college English reading, PAD can increase teaching performance significantly. Students are satisfied with the whole teaching process. Although traditional teaching methods can increase performance as well, a long cycle of instruction is needed. Moreover, according to a questionnaire analysis, students have negative attitudes toward traditional teaching. Therefore, the PAD teaching mode should become the dominant mode of college English reading teaching in China.
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Banerjee, Indrajit, and Brijesh Sathian. "Small group discussion technique in Pharmacology: An insight from a medical school in Mauritius." QIJMHS 1, no. 1 (2018): 5–7. https://doi.org/10.5281/zenodo.6106712.
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<strong>ABSTRACT</strong> Group discussion is a training technique in which most of the ideas, thoughts, questions, and answers are initiated by the participants. Mostly, medical schools follow undergraduate teaching through didactic lectures, practical training, and clinics, where active student participation is minimal. Small group teaching-learning activities have been in the limelight of medical education for many years, which enhances skills like problem-solving, critical thinking, role-playing, team-based learning, brainstorming, debating, and leadership. Teaching and learning in an active way, develop problem-solving or reasoning skills will help the students to become better doctors in future. In SSRMC, Mauritius, we introduced small group discussion sessions in the Department of Pharmacology in 2015, which were highly appreciated by the medical students. The content to be covered for the small group discussion is selected based on the learning outcomes of pharmacology covered in the concerned module. We follow the buzz group, step by step, controlled discussion format and snowball/ pyramid groups for small group discussion. Small group discussion session is usually carried out once a month. Students found this technique to be more interesting and informative, engaging as compared to the traditional lecture classes. This technique also encouraged students to ask questions for clarification and better understanding. It helps students in the deep learning process and stimulates them to comprehend the subject more critically and effectively.