Journal articles: 'Principles of Teaching and Learning'

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Cardellini, Liberato. "Teaching and Learning Guiding Principles." Journal of Chemical Education 86, no. 2 (February 2009): 169. http://dx.doi.org/10.1021/ed086p169.1.

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Call, Mary Emily, and H. Douglas Brown. "Principles of Language Learning and Teaching." Modern Language Journal 72, no. 1 (1988): 69. http://dx.doi.org/10.2307/327571.

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Doyle-Scharff, Maureen. "AO principles of teaching and learning." Journal of Continuing Education in the Health Professions 25, no. 4 (2005): 297. http://dx.doi.org/10.1002/chp.44.

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Abdulkhayevich, Abdullayev Abduqayum, Shonasirova Zakhro Yuldashevna, and Mutalova Dilnoza Abdurashidovna. "Definition Of The Principles Of Teaching Preschool Children." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 93–99. http://dx.doi.org/10.37547/tajssei/volume02issue12-17.

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In the article discusses the definition of the principles of teaching preschool children. As we know, teaching and upbringing, the peculiar aspects of a single process have their own composition, their own specific methods, their material and psychological prerequisites. In the early stages of children's life, education and upbringing appear in a closer unity, and it is difficult to differentiate them, but as the child grows up, upbringing and education become more and more clearly differentiated. But this does not mean at all that teaching loses its educational power, and education ceases to be teaching. The principles of teaching are not once and for all accepted categories. As psychological and pedagogical science develops, they improve, acquiring a deeper justification (the principle of active learning, developing learning, etc.).

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Mammadova, S. "Communicative Language Teaching." Bulletin of Science and Practice 5, no. 12 (November 15, 2019): 393–96. http://dx.doi.org/10.33619/2414-2948/49/48.

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The purpose of this article is to provide an introduction to communicative language teaching (CLT) and to describe methodological principles that facilitate the language learning process. CLT furthermore takes a pragmatic or performance-based approach to learning. Its goal is to promote the development of real-life language skills by engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. CLT methodologies embrace an eclectic approach to teaching, which means they borrow teaching practices from a wide array of methods that have been found effective and that are in accordance with principles of learning as suggested by research findings in research in SLA and cognitive psychology. Its open-ended or principle-based approach allows for a great deal of flexibility, which makes it adaptable to many individual programmatic and learner needs and goals.

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Conner, Laneshia R., Sonyia Richardson, and April L. Murphy. "Teaching Note: Using Adult Learning Principles for Evidence-Based Learning in a BSW Research Course." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 355–65. http://dx.doi.org/10.18084/1084-7219.23.1.355.

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Many social work students report experiencing feelings of anxiety and reluctance to engage in independent research. This article offers a framework for integrating adult learning principles into an undergraduate social work research course. We delineate the six principles of adult learning and describe course activities that facilitate this learning process. For each principle, we discuss implications for the classroom and related learning tasks. Using adult learning principles challenges and extends what is known about integrating the experience of adult learners in conjunction with improving student learning, including effectively communicating evidence-based practice.

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Herron, J. Dudley. "Author Reply: Teaching and Learning Guiding Principles." Journal of Chemical Education 86, no. 2 (February 2009): 169. http://dx.doi.org/10.1021/ed086p169.2.

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Batmanabane, Gitanjali. "Linking Lesson Plan to Teaching Learning Principles." Annals of SBV 2, no. 1 (2013): 28–29. http://dx.doi.org/10.5005/jp-journals-10085-2106.

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Asy'ari, M. "Metode, Sistem dan Prinsip Pembelajaran Bahasa Arab yang Inovatif." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 20, no. 02 (July 2, 2019): 288. http://dx.doi.org/10.32332/an-nabighoh.v20i02.1465.

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Arabic is the second language used in Indonesia. Therefore, the good and appropriate methods, systems and principles of learning may certainly contribute to the achievement of the goals of Arabic language teaching and learning activities. When a teacher does not apply the methods, systems, and principles correctly, teaching will not be effectively directed. Today, there are many interactive and innovative Arabic learning models and techniques that can be applied by the teachers. The suitability of the application of methods, systems and principles will certainly increase the students’ passion in learning Arabic simultaneously and continuously. The author has conducted a study of the existence of methods, systems and principles of Arabic learning that are considered the most effective. This type of research was descriptive research in which the researcher described the mechanism of a process. The innovative Arabic learning system are, among others, integrated systems, separation systems, and combined systems. While, the principle of innovative Arabic language learning is the principle of priority, the principle of accuracy, the principle of gradation, the principle of motivation, and the principle of validation. In the end, by combining these aspects, the purpose of learning Arabic will be achieved perfectly.

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Pllana, Duli. "Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles." Advances in Social Sciences Research Journal 8, no. 6 (June 27, 2021): 288–301. http://dx.doi.org/10.14738/assrj.86.10366.

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Blending teaching strategies, learning strategies, and elements of super learning principles increase learning outcomes tremendously in any case, situation, or academic subject. Employing teaching and learning strategies adequately impact on an interactive session (academic subjects or any field) to a great degree, enhance learners’ motivation significantly, improve self confidence and self esteem of learners considerably, and soar learning outcomes substiantly. It is impossible to combine all learning and teaching strategies (there are many techniques, and a small space time to incorporate them in one lesson or an academic subject.) in an academic subject entirely. Accordingly, strategic teaching or learning establishes skills or techniques in addressing a lesson or digesting information from the lesson. Also, learning results depend on the quantity and quality of combining learning and teaching strategies, and components of super learning principles. The greater the participation of mixing techniques or skills in a lesson, the greater are the positive results in the learning outcomes. Teaching and learning strategies, and superlearning elements are in a close relationship with each other; teaching strategies imply learning strategies and elements of super learning. Combination of the three ingredients play a crucial part in any lesson, academic subject, or general knowledge; mixing all these three components together wisely maximizes learning outcomes enormously.

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Zhu, Li Yan. "Optimization Research on English Teaching under Network Environment." Advanced Materials Research 926-930 (May 2014): 4532–35. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4532.

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With the rapid development of information technology, using computers to assist English teaching has become an important method. The advanced network technology can optimize English teaching mode, improve English teaching quality, meet the personalized requirements of English learners and improve students’ English application ability. This article introduces the system structure of English network teaching. On the basis of this structure, the optimization principles and methods of English teaching under network environment are analyzed. The optimization principles mainly include the most optimization principle, the compatibility principle, the personalized teaching principle, the autonomous learning principle and the interactivity principle. The optimization methods include the optimization of teachers and students.

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Crocco, Laura, Patricia McCabe, and Catherine Madill. "Principles of Motor Learning in Classical Singing Teaching." Journal of Voice 34, no. 4 (July 2020): 567–81. http://dx.doi.org/10.1016/j.jvoice.2018.12.019.

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Bastable, Susan B. "Nurse as Educator: Principles of Teaching and Learning." American Journal of Nursing 98, no. 6 (June 1998): 16L. http://dx.doi.org/10.1097/00000446-199806000-00015.

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Ismail, Nur, Safawati Zaid, Misrah Mohamed, and Nurazan Rouyan. "Vocabulary Teaching and Learning Principles in Classroom Practices." Arab World English Journal 8, no. 3 (September 15, 2017): 119–34. http://dx.doi.org/10.24093/awej/vol8no3.9.

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Poplin, Mary S. "Holistic/constructivist Principles of the Teaching/Learning Process." Journal of Learning Disabilities 21, no. 7 (August 1988): 401–16. http://dx.doi.org/10.1177/002221948802100703.

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Dolgova, Natalia, Julia Larionova, and Anastasia Shirokolobova. "Engineering Students English Teaching in E-Learning Environment." MATEC Web of Conferences 297 (2019): 06007. http://dx.doi.org/10.1051/matecconf/201929706007.

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The article deals with the e-learning environment at T.F. Gorbachev State Technical University. The authors describe their experience of English teaching in e-learning environment at non-linguistic university. The reason of e-learning integration into the engineering students teaching is to increase the efficiency and quality of education for bachelor, master and postgraduate degree students. English teaching and students’ independent work are based on blended learning principals because this model helps to achieve the required level of foreign language skills and learning quality. The method of English teaching in e-learning environment consists of three stages. The first stage is incorporation of blended learning principles and structure development of an e-course for technical English teaching; the second stage is the experimental model of the e-course design and its integration into educational process; and the third stage is development of principles to increase students’ motivation and forming their self-education skills. The paper gives the results of the experiment carried out at the foreign languages department of T.F. Gorbachev Kuzbass State Technical University since 2014 to 2019 academic years.

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Zhdanov, Alexander A. "Development of the basic principles of distant teaching of mathematics in middle and high schools." RUDN Journal of Informatization in Education 17, no. 3 (December 15, 2020): 220–28. http://dx.doi.org/10.22363/2312-8631-2020-17-3-220-228.

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Introduction and goal. The article dwells upon a topical problem of organizing distant learning, in particular, learning mathematics online. On the basis of literature analysis and analysis of teaching experience the principles of distant teaching of mathematics in middle and high schools were developed. The recommendations on creating effective cooperation of a teacher and learners while teaching online are given. Materials and methods. The identification of approaches to creating principles of teaching mathematics online in middle and high schools was carried out on the basis of analysis of academic literature, experimental teaching and surveying educationalists. Results. The article has practical value for educational institutions: the most popular electronic educational resources and software for teachers of mathematics were analyzed. It is shown how to organize the process of distant learning. The result of the experiment carried out to implement the developed principles of distant learning of mathematics at School No. 1234 (Moscow) are given. Conclusion. The implementation of the developed principles will allow teachers to ensure an effective change from full-time tuition to distant teaching of mathematics in middle and high schools. The rational use of electronic educational resources and software taking into account created recommendations (for example, a principle of basic PC knowledge, principles of completeness, system and interactivity) will allow teachers to optimize their working time without lowering the quality of teaching and interaction with learners.

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Ling, Meng Kay Daniel. "Applications of Science of Learning Principles to support Teaching and Learning of Cognitive Pattern Recognition." Technium Social Sciences Journal 16 (February 10, 2021): 62–76. http://dx.doi.org/10.47577/tssj.v16i1.2607.

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This paper addresses the applications of the science of learning principles to support the teaching and learning of cognitive pattern recognition. The paper first provides a brief introduction to the science of learning and cognitive pattern recognition. Six science of learning principles have been identified to be relevant to the teaching and learning of cognitive pattern recognition and are discussed individually. The paper also offers suggestions on how to integrate the various science of learning principles for teachers to teach cognitive pattern recognition in the classroom. A teaching process model for cognitive pattern recognition is proposed and developed, which incorporates the various science of learning principles to optimize learning and minimize redundancies. Finally, this paper highlights the implications and provides several recommendations for educators to consider when they decided to incorporate the science of learning principles into their curriculum to teach cognitive pattern recognition.

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Rahmawati, Rahmawati, and Zulhermindra Zulhermmida. "ANALYSIS OF LESSON PLANS WRITTEN BY ENGLISH STUDENT-TEACHERS FOR YOUNG LEARNERS." Ta'dib 20, no. 2 (June 11, 2017): 39. http://dx.doi.org/10.31958/jt.v20i1.721.

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This study is to describe the application of consistency principles in developing lesson plans of teaching English for young learners designed by student-teachers. The design of this research is descriptive quantitative. The instrument in this study is a checking guide sheet. The lesson plans, as data, were analyzed by comparing the consistency principles of developing lesson plan of teaching English for children with each document. Based on the analysis, there were 23 documents (38%) applying most of the principle of consistency within the development of the syllabus and only 1 document (2%) which does not apply any of the principles. In detail, 25 documents (42%) partially applied the principle of linkage and integration and no document (0%) which did not apply any of these principles. Then, 28 documents (47%) applied all of the principles of learning foreign languages for children and no document (0%) that did not apply any of the principle. Almost all documents (92% - 93%) implemented each principle of helping students’ development and practice language through collaboration, integrate language and content, and validate and integrating that learning with the learners’ language and culture. Next, most of documents (68% - 78%) applied the principles of providing an active and fun role in the learning experience, using multidimensional and thematic learning activities, validating and integrating the learning with language and culture of learners, and providing clear objectives and feedback on the language usage. In conclusion, the application of the principles of learning English for children lies in the range of 81%.

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Baydikova, Tatiana. "Methodical model for teaching foreign professional communication students of “Agricultural Engineering” programme based on content and language integrated learning." Tambov University Review. Series: Humanities, no. 181 (2019): 55–67. http://dx.doi.org/10.20310/1810-0201-2019-24-181-55-67.

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Methodical model is a set of interconnected components that form a single system aimed at achieving a common goal – the formation of foreign language communicative competence among students in the “Agricultural Engineering” programme based on content and language integrated learning. The teaching system is built on the basis of system, competency-based, per-sonal-activity, communicative-cognitive approaches, as well as content and language integrated learning. These approaches are implemented in practice using a number of didactic and methodical principles. We describe in detail the methodical principles of content and language integrated learning: principle 4 “C”, the principle of cognition, the principle of unity of thought and speech activity, the principle of integration of a foreign language and subject content, the principle of gradual complication of content, the principle of duality of reliance on native and foreign lan-guages, the principle of optimality, the principle of knowledge personalization, the principle of in-teractivity and the principle of language adaptation. Content and language integrated learning of students is carried out on the basis of the following teaching methods: interactive, communicative, information-reproductive, productive, tandem-method, vocational teaching and control methods. The content of teaching based on content and language integrated modeling reflects the profile specifics of training specialists in the framework of a particular specialty. Learning tools are a set of tools of a teacher for the purpose of development, teaching and upbringing. We present and de-scribe in detail all the components of the methodical model.

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McDaniel, Elizabeth A. "Faculty Collaboration for Better Teaching: Adult Learning Principles Applied to Teaching Improvement." To Improve the Academy 6, no. 1 (June 1987): 94–102. http://dx.doi.org/10.1002/j.2334-4822.1987.tb00110.x.

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Trowell, Sandra Davis. "SONA: An Activity for Exploring the GCF." Mathematics Teaching in the Middle School 24, no. 2 (October 2018): 116–22. http://dx.doi.org/10.5951/mathteacmiddscho.24.2.0116.

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Tokmakova, Yuliya V. "Methodic model of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning." Tambov University Review. Series: Humanities, no. 186 (2020): 53–63. http://dx.doi.org/10.20310/1810-0201-2020-25-186-53-63.

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Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, content and language integrated learning (CLIL). We implement approaches in practice through a number of principles. We describe in detail the principles of content and language integrated learning: the principle of authenticity, the principle of intensive foreign language proficiency, the principle of an active teacher, the principle of multiculturalism, the principle of the development of higher-level thinking skills, the principle of sustainable learning, the principle of adaptation of educational material, the principle of reliance on the native and foreign languages, the principle of motivation. The process of teaching agrarian university students a professional foreign language in the conditions of content and language integrated learning is based on such teaching methods as: communicative and interactive methods, problem and vocational training methods, tandem method and control methods. The subject content of students’ teaching is based on the subject content of teaching in relevant disciplines and reflects the specifics of future professional work of students. We provide a detailed description of all the components of the methodic model.

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Leiva, Miriam A. "Principles for Principals: Facilitating Change." Arithmetic Teacher 36, no. 6 (February 1989): 60–61. http://dx.doi.org/10.5951/at.36.6.0060.

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Changes are taking place in the teaching and learning of mathematics—students are actively involved in doing mathematics with manipulatives and models; they are discussing problems among themelves with their teacher's guidance; they are exploring alternate ways to solve problems; and they are posing questions and examining solu tions (Dossey et al. 1988). This student-oriented, problem-solving approach is advocated by NCTM's Curriculum and Evaluw ion Standards for School Mathematics (Commission on Standards for School Mathematics of the NCTM 1987) and supported by the finding of the 1986 National As essment of Educa tional Progress. Principals, the instructional leaders in the schools. can be facilitator of change, and their support of innovative programs and activitie is crucial to reforming school mathematics.

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Gupta, Abha. "Principles and Practices of Teaching English Language Learners." International Education Studies 12, no. 7 (June 29, 2019): 49. http://dx.doi.org/10.5539/ies.v12n7p49.

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This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners (ELLs) or students who speak English as a Second Language (ESL). The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level. Bilingual learning improves ELL’s cognitive development as well as their self-esteem. The paper outlines underlying principles for the best practices with an emphasis on ESL students and also to other learning situations and students. Teachers can modify their instructional methods to adjust ELL’s learning needs. Specifically, even though the discussion is framed in the context of ESL students in U.S. classrooms, it is applicable to TEFL (Teaching English as a Foreign Language) environments in schools and other centers of learning.

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Et.al, Ruhaida Saidon. "The Impact of Web 2.0 Tools on Economics Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 2386–99. http://dx.doi.org/10.17762/turcomat.v12i3.1228.

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Economics education has been overly paired with traditional "chalk and talk" teaching methods. However, educators must shift the conventional teaching approach to more innovative teaching methods that allow students to engage more effectively in the learning process. This study attempts to evaluate the impact of Web 2.0 tools on students’ interaction and engagement in learning Principles of Economics course. The data on the lecturer's observation, together with the engagement and expectations of forty-four students in the Principles of Economic class were used in this study. This study adopted Gibbs Reflective Model in gathering and analyzing the data. The findings indicate that the application of Web 2.0 has increased the students’ engagement and performance in learning Principle of Economics and making teaching and learning more effective and interesting compared to traditional teaching method. The results imply that current Web 2.0 tools can be successfully integrated into Economics education.

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Antić, Zorica, and Nataša Milosavljević. "Medical Studies in English: Shared Learning." Acta Facultatis Medicae Naissensis 31, no. 2 (June 26, 2014): 129–32. http://dx.doi.org/10.2478/afmnai-2014-0015.

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Summary In recent years, medical studies in English have been organized at the Niš Faculty of Medicine. Thus, modern teaching approaches are required. It has been shown that there are many similarities between the two fields - English and medicine. As a result, it is believed that the methods and strategies used in teaching medical English language could be helpful when it comes to medical subjects. The paper presents the principles and techniques of teaching English for medical purposes and examines the possibility of applying these principles to teaching medical subjects in English.

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Levis, John. "Revisiting the Intelligibility and Nativeness Principles." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (October 29, 2020): 310–28. http://dx.doi.org/10.1075/jslp.20050.lev.

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Abstract Levis (2005) named two conflicting approaches to pronunciation teaching, the Nativeness Principle and the Intelligibility Principle. This paper revisits those two principles to argue for the superiority of the Intelligibility Principle in regard to where pronunciation fits within the wider field of language teaching, in how it effectively addresses teaching goals, in how it best addresses all contexts of L2 pronunciation learning, and in how it recognizes the reality of social consequences of pronunciation differences. In contrast, the Nativeness Principle, despite its long pedigree and many defenders, falls short by advocating native pronunciation for L2 learners, which is both unlikely to be achieved and unnecessary for effective communication in the L2.

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Callanan, Edward F., and Ellen L. Sweatt. "IMPROVEMENTS IN TEACHING AND LEARNING IN ACCOUNTING PRINCIPLES CLASSES." Community Junior College Research Quarterly of Research and Practice 15, no. 3 (July 1991): 251–60. http://dx.doi.org/10.1080/0361697910150302.

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Mutschler, Janet. "Health Professional as Educator: Principles of Teaching and Learning." Journal of Physical Therapy Education 25, no. 2 (2011): 64. http://dx.doi.org/10.1097/00001416-201101000-00012.

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Grayson, James M. "An experiential learning approach to teaching waiting line principles." International Journal of Information and Operations Management Education 4, no. 1 (2011): 35. http://dx.doi.org/10.1504/ijiome.2011.037918.

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Alywahby, Nancy Fiechter. "Principles of Teaching for Individual Learning of Older Adults." Rehabilitation Nursing 14, no. 6 (November 12, 1989): 330–33. http://dx.doi.org/10.1002/j.2048-7940.1989.tb01131.x.

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Potapova, Elena N. "Principles of designing bespoke corporate foreign language courses." Tambov University Review. Series: Humanities, no. 192 (2021): 44–57. http://dx.doi.org/10.20310/1810-0201-2021-26-192-44-57.

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We define methodic principles of designing corporate language learning programmes thoroughly considering needs and possibilities of corporate language learners. These principles are based on the analysis of psychological and pedagogical fundamentals of teaching corporate students and foreign language teaching and aimed at increasing efficiency of corporate language courses. They are defined as follows: 1) basing teaching aims on learners’ needs and language teaching standards; 2) applying interdisciplinary approach to selection of language, content and methods; 3) adapting discourse to learners’ professional needs; 4) selecting and arranging language in a logical sequence; 5) applying skills-based approach to selection of learning content and technologies; 6) arranging learning content and materials into modules; 7) integrating various knowledge, skills and learning methods; 8) considering psychological and pedagogical fundamen-tals of teaching corporate students; 9) considering possible difficulties of corporate language learning context. These principles reflect needs and features of corporate students and can be used by developers of corporate language courses.

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Syaifullah, Muhammad, and Nailul Izzah. "Kajian Teoritis Pengembangan Bahan Ajar Bahasa Arab." Arabiyatuna : Jurnal Bahasa Arab 3, no. 1 (May 14, 2019): 127. http://dx.doi.org/10.29240/jba.v3i1.764.

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The need for Arabic language teaching materials is very important in achieving learning objectives. A teacher, student and material is an inseparable unit for success in a learning process. The purpose of what and how the position of teaching materials in learning; includes the role for teachers, students, in classical, individual, and group learning. Principles for the development of Arabic teaching materials; Principles of Socio-Culture, Psychological Principles, and Principles of Language and Education. Then how about the character and steps of developing Arabic teaching materials.Type of library research or library research, which takes data sources from theories in literature. The implications of this study have contributed to the ease of a teacher to develop teaching materials that will be applied to students by paying attention to the principles and characters of the teaching material, namely Arabic.

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Ryan, Richard M., and Netta Weinstein. "Undermining quality teaching and learning." Theory and Research in Education 7, no. 2 (June 25, 2009): 224–33. http://dx.doi.org/10.1177/1477878509104327.

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Using tests to compare nations, states, school districts, schools, teachers, and students has increasingly become a basis for educational reform around the globe. Although tests can be informative, high-stakes testing (HST) is an approach to reform that applies rewards and sanctions contingent on test outcomes. Results of HST reforms indicate a plethora of unintended negative consequences, leading some to suggest that HST corrupts educational practices in schools. Although there are many accounts of these negative results, SDT supplies the only systematic theory of motivation that explains these effects. In what follows we describe the motivational principles underlying the undermining effects of HST on teachers and learners alike.

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Prasetyo, Arif Rahman, and Tasman Hamami. "Prinsip-prinsip dalam Pengembangan Kurikulum." PALAPA 8, no. 1 (May 17, 2020): 42–55. http://dx.doi.org/10.36088/palapa.v8i1.692.

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Curriculum development is an important thing to do. In Indonesia, there have been ten curriculum changes that have started from the 1947 Curriculum to the present, the 2013 Curriculum. In fact, the curriculum changes show that the principles of education must be able to adjust the development of the times without leaving the cultural values of the relevant community. The purpose of this research is to find out the principles in curriculum development. This research uses library research method. The results of this study indicate that curriculum development resources, including; empirical data, experimental data, folklore and general public knowledge. The principles in curriculum development are divided into two things: 1. General Principles, which include; the principle of relevance, the principle of flexibility, the principle of continuity, the practical principle, and the principle of effectiveness, 2. Special Principles, which include; principles for determining educational objectives, principles for selecting educational content, principles for selecting teaching and learning processes, principles for selecting media and teaching tools, and principles relating to assessment.

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Bessmoly, Y. "THE ESSENCE AND PRACTICAL VALUE OF PEDAGOGICAL CONDITIONS AND PRINCIPLES FOR THE EDUCATIONAL TRAINING OF FUTURE MASTERS IN LEGAL SCIENCES TO THE TEACHING ACTIVITY." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2019): 19–23. http://dx.doi.org/10.17721/1728-2217.2019.41.19-23.

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In order to develop the core element of professional training (knowledge, skills and abilities) the system of pedagogical conditions and principles (overall didactical and specific), that include the peculiarities in performing teaching activities while training lawyers.The core of this system is formed by the general didactical principles: a systematic and consequent approach, scientific methods in terms of training; a dominant-motivational mindset; availability of training; clear examples in the course of the training process; consciousness and an active approach in the course of the training process; the solidity of knowledge, skills and abilities; the inclusion of peculiarities related to the individual and his age.The peculiar principles that determine the essence of a law pedagogue in the currently developed situation, among these principles there’re the following: the principle of the dominant –motivational mindset, the principle of an individual approach, the principle of variable rhythmical training, the principle of strict determination and setting of time limits for the professional actions of a teacher; the principle of additional psychological pressure based on the main psycho-physiological pressure; the principle of emotional training.Among the organizational-pedagogical conditions there’re the following: providing of professional motivation to the future masters; the assurance of the training to be oriented at the professional and psychological imprints of the law pedagogue; active use of the informational environment of the educational facility; the introduction of interactive methods in order to form the pedagogical culture of the future masters in law. The specificity of the training of future lawyers puts before the teacher of law disciplines a number of requirements to the personality of the teacher, which in pedagogical science are defined as professionally significant personal qualities, and the scientific basis for the formation of these qualities are pedagogical principles and organizational and pedagogical conditions.To form the content of vocational training (knowledge, skills and abilities), we need a system of pedagogical conditions and principles (general and specific), that take into account all the peculiarities and specifics of teaching lawyers. As a basis of this system we put general didactic principles: systemicity and consistency; scientific knowledge in learning; dominant-motivational attidude; learning accessibility; visibility in learning; awareness and learning activity; strength of knowledge, skills and abilities; taking into account individual and age-specific features. Specific principles that reflect the essence of the teacher of law disciplines in modern conditions of development include: the principle of dominant-motivational attitude; the principle of individual approach in learning; the principle of multi-directional rhythmic training; principle of strict regulation and time limitation of professional actions of the teacher; the principle of additional psychological charge on the base of psycho-physiological stress; the principle of emotionality in learning.General dictatic principles are the basis for studying all disciplines, and also should regulate the organizational foundations of the educational process at different levels. Principles are closely related to the laws of learning and reflect didactic laws. On the basis of general didactic principles, the principles of professional methodology are developed.One of the mentioned directions of realization of the preparation of the future masters in jurisprudence for teaching activities is the introduction of interactive forms and methods of teaching that contribute to the expected results, the integration of disciplines of psychological and pedagogical preparation becomes especially important.The organizational-pedagogical conditions include: providing professional motivation for future masters; orientation of training on the profession and psychograms of the teacher of law disciplines; use of information environment of educational institution; the introduction of interactive methods for the formation of the pedagogical culture of future masters of jurisprudence.Key words: pedagogical principles, pedagogical conditions, professional training of lawyers, master's degree.

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WANG, Wei. "Evaluation Principles' Influence of Critical Thinking Foreign Language Teaching on German Literature Classroom Learning Motivation." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 81–94. http://dx.doi.org/10.33788/rcis.73.6.

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The basis of critical thinking foreign language teaching is to regard language as a means to develop higher-order thinking ability. In language teaching, it aims to develop the thinking ability of learners, and to use the language-learning concept of thinking ability in situations beyond language classrooms. It contains a series of principles that reflect this view of language and language teaching, which can be used to support various classroom-operating procedures. Studies have summarized the principles of critical thinking foreign language teaching into 8 items: target, evaluate, routinize, reflect, inquire, fulfill, integrate, and content. This study takes the literature course that requires the highest critical thinking ability in the teaching of German major in universities as an example, and investigates the influence of the most easily neglected evaluation principle on students' learning motivation through quantitative experiments.

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Landry-Meyer, Laura, Su Yun Bae, John Zibbel, Susan Peet, and Deborah G. Wooldridge. "Transformative Learning." International Journal of Adult Vocational Education and Technology 10, no. 4 (October 2019): 1–15. http://dx.doi.org/10.4018/ijavet.2019100101.

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The aim of this article is to connect transformative learning theory with the practice of teaching in higher education. Connecting theory to effective active learning pedagogy is good practice in teaching adults, andragogy. Using transformative learning theory as a guide, this article describes the historical evolution of transformative learning theory and describes specific application in higher education using Chickering and Gamson's principles of undergraduate education. The discussion of teaching and learning examples from face-to-face, online, service-learning, and short-term study abroad contexts provide the reader with concrete applications.

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Israilova, D., and M. Boqiyeva. "Aims and principles of foreign language teaching." International Journal on Integrated Education 2, no. 5 (November 16, 2019): 209–11. http://dx.doi.org/10.31149/ijie.v2i5.174.

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In this article about aims and principles of foreign language teaching teacher should know exactly what his pupils are expected to achieve in learning his subject, what changes he can bring about in his pupils at the end of the course.

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Matsushima, Mitsuru. "Extraction of lesson design principles to deepen mathematics learning." Impact 2020, no. 8 (December 16, 2020): 32–34. http://dx.doi.org/10.21820/23987073.2020.8.32.

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In the teaching of mathematics in classrooms there is usually a definitive answer to the question or problem being posed, normally with a specific means of arriving at the solution. The problem is that this sometimes leads to teaching methods that simply state things that students are expected to absorb, with no room for discussion. A researcher based at Kagawa University in Japan with a keen interest in mathematics teaching is challenging the notion that in mathematics there are definitive answers, believing that it creates a teaching environment that is not always conducive to effective learning. Associate Professor Mitsuru Matsushima is a former mathematics teacher with a passion for addressing this issue. Matsushima is collaborating with maths teachers. He wants teachers to observe how children are able to deeply learn maths through dialogue in lessons. Matsushima continues to progress research and development that connects theory and practice, and he aims to apply theory-themed practice techniques to young teachers, thereby enabling equity mathematics education for all children.

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Wen, Qiufang. "The production-oriented approach to teaching university students English in China." Language Teaching 51, no. 4 (April 7, 2016): 526–40. http://dx.doi.org/10.1017/s026144481600001x.

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The production-oriented approach (POA) has been developed over ten years to overcome the weaknesses in English instruction in tertiary education in Mainland China. The POA tries to integrate the strengths of Western instructional approaches with Chinese contextual features and consists of three components: (a) teaching principles; (b) teaching hypotheses; and (c) teacher-mediated teaching processes. The teaching principles include ‘learning-centered’, ‘learning-using integration’, and ‘whole-person education’, and the teaching hypotheses are ‘output-driven’, ‘input-enabled’, and ‘selective learning’. The teaching processes contain three phases, each mediated by the teacher: motivating, enabling, and assessing. The three principles set guidelines for the other two components; the three hypotheses serve as a theoretical basis for the teaching process; the three-phase teaching process reflects and illustrates the principles while testing the hypotheses.

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Soldatov, Boris, and Natalya Soldatova. "Distance education didactic principles application in teaching." E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.

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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.

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Niesporek-Szamburska, Bernadeta. "Jak uczyć (się) języka ojczystego, czyli szkolne interakcje z językiem (czeskim)." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 11, no. 315 (December 29, 2020): 228–37. http://dx.doi.org/10.24917/20820909.11.

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The author describes an innovative project of teaching/ learning the native language (Czech), emphasizing modern features of the concept, such as: the use of constructivist indications; text-centricity; student activation; respect for their communication needs; application of the criterion of usefulness of acquired skills in the extracurricular life of students; basing the educational process on students’ preconcepts, introducing language learning into a function- al and communicative framework. The author also points to the observance of the language teaching principles that determine the concept, such as: complexity; the relationship between the student’s cognitive and linguistic development, including basing of teaching on a three- -phase model of learning and teaching which uses a constructivist framework of learning (evocation – awareness of meaning – reflection (evokace – uvědomění si významu – reflexe: E-U-R). The further principles are: orientation on learner and the principle of topicality of linguistic knowledge. All of them condition the appropriate innovative concept of language acquisition as a fresh and effective proposal – ready for implementation.

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Boyle, Austin, and William L. Goffe. "Beyond the Flipped Class: The Impact of Research-Based Teaching Methods in a Macroeconomics Principles Class." AEA Papers and Proceedings 108 (May 1, 2018): 297–301. http://dx.doi.org/10.1257/pandp.20181052.

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Cognitive scientists have identified fundamental principles influencing learning: deliberate practice, interleaving, retrieval practice, spacing, metacognition, desirable difficulties, limited working memory, curse of knowledge, schema generation, and constructivism. STEM education researchers have repeatedly shown improved learning when instruction employs these principles. Particularly, teaching methods like flipping and clickers work best when implemented using them. These “research-based teaching methods” are becoming the norm in STEM teaching. A macro principles course was redesigned using these principles. Five hundred and eight students in this course achieved 0.77 standard deviations more learning than principles students normally do on the macroeconomic Test of Understanding of College Economics (TUCE).

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Ana Achoita. "تصميم المواد الدراسية في تعليم المهارات اللغوية الأربع." Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam 13, no. 1 (November 30, 2019): 51–66. http://dx.doi.org/10.51675/jt.v13i1.57.

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Arabic has four elements of skill, namely listening, speaking, reading and writing. In teaching the four language skills it is needed appropriate teaching material so that students are able to master the language skills they pursue and students can play an active roles in building knowledge and their involvement in teaching and learning. So that teachning materials is needed in accordance with the principles of language skills, and it is prepared according to right procedures as well as their arrangement principles, namely: language, culture and education besides teaching methods.

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Putria, Vina Deni, and Sugeng Riyanto. "Analisis Penyimpangan Prinsip Kesantunan Berbahasa Dalam Interaksi Belajar-Mengajar Siswa Kelas V SD Muhammadiyah Pakel Program Plus." Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) 2, no. 1 (July 22, 2020): 12. http://dx.doi.org/10.26555/jg.v2i1.1967.

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This study aims to describe the deviations of politeness language principles that occur in teaching-learning interactions and the causes of these deviations. Type of qualitative research. The main focus of this research is the utterances that occur in teaching-learning interactions to determine the form, type, and causes of deviations in politeness principles of language. Data collection techniques used are the SBLC technique (see free and capable conversation), note taking techniques and record techniques. The results showed that (1) the types of deviations in the language politeness principle that occurred in the interaction of teaching and learning of students in SD Muhammadiyah Pakel Plus Program consisted of deviations of wisdom maxims, deviations of generosity maxims, deviations of praise maxims, deviations of modesty maxims, deviations of agreement maxims, and deviations of wisdom maxims. maxim of agreement, (2) the cause of deviations in the politeness principle of language that occurs in the interaction of teaching and learning of students in SD Muhammadiyah Pakel Plus Program includes irregularities caused by speakers intentionally accusing the interlocutor, deliberately not speaking in context and criticizing directly with harsh words.

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Yusnadi, Yusnadi, Rosdiana Rosdiana, and Anifah Anifah. "The Development of Teaching Materials for the Principles of Nonformal Education Based on Higher Order Thinking Skills on The Subject of Tasks and Population Goals of Non Formal Education." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (February 15, 2020): 377–86. http://dx.doi.org/10.33258/birle.v3i1.826.

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This research aims at generating: (1) the procedure of teaching material development (handbook) for the principles of nonformal education based on higher order thinking skills on the subject of population and education goals non formal education, and (2) the teaching materials for the principle of nonformal education based on higher order thinking skills on the Subject of Population and education goals that was valid to be used in learning process. With this purpose, the research was conducted using research and development methods. This research was held for 3 months at the Faculty of Education, Medan State University. The data was collected through a survey that was constructed by the appraisement of teaching materials for the principles of nonformal education based on higher order thinking skills from validator experts, language experts, instructional experts and students. The data was analyzed using descriptive-quantitative approach. The results of this research were (1) the procedure of teaching material development for the principles of nonformal education based on higher order thinking skills were valid to be used, and (2) The teaching materials of the principles of nonformal education were valid to be used in learning process for the subject of the principles of nonformal education.

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Koç Akran, Sevda. "PORPHYRİOS AĞAÇ TEMELLİ UYGULAMALARLA ÖĞRETİM İLKE VE YÖNTEMLERİ DERSİNDEKİ TEMEL KAVRAMLARIN ÖĞRETİMİ." e-Journal of New World Sciences Academy 15, no. 4 (October 31, 2020): 99–118. http://dx.doi.org/10.12739/nwsa.2020.15.4.1c0702.

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The main purpose of this research is to determine the opinions of teacher candidates about teaching basic concepts in teaching principles and methods with porphyrios tree-based applications. The study group of the research using the phenomenon science pattern, consists of 60 teacher candidates studying in the 2nd grade of the Faculty of Education at Siirt University in the 2019-2020 academic year. In the research, semi-structured interview form developed by the researcher was used as data collection tool. In addition, through document analysis, excerpts from the teacher candidates' activities regarding porphyrios tree-based applications were made. The data obtained were subjected to content analysis. As a result of the research, it was seen that teacher candidates define the teaching principles and methods course as a course that organizes teaching-learning processes and offers different perspectives to the individual. In this course, they emphasized that they have readiness for strategy, method and technique concepts. Teacher candidates stated that they had an misconceptions about basic concepts in teaching principles and methods lesson, that similar and different aspects of the concepts were explained with porphyrios tree-based applications. It was concluded that the concepts learned in the teaching principles and methods course contributed more to their cognitive aspect. Based on the results of the research, some suggestions are presented.

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Andrukh, Alina. "Principles of foreign language communicative competence control and assessment." Tambov University Review. Series: Humanities, no. 179 (2019): 51–57. http://dx.doi.org/10.20310/1810-0201-2019-24-179-51-57.

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We reveal and characterize the foreign language communicative competence assessment principles on the example of students of non-linguistic university of economic programs. We con-sider the traditional definitions educational results of monitoring and assessment. The functions of control are analyzed, the role of the assessment procedure and control in the methodology of teaching foreign languages in the framework of a new pedagogical paradigm-competence ap-proach are revealed. The provisions clarifying the definition of control of educational results in the competency-based approach are offered. We analyze Russian scientists’ views on the principles of learning, the observe openness and constant reinvention of the system of the principles by Russian scientists. The role of the control principles in the assessment procedure is substantiated. The necessity for the combined application of the teaching principles and control during the assessment activities is justified. The modern classification and hierarchy of learning principles are presented, three levels of principles of control and evaluation of foreign language communicative competence are substantiated: general-didactic, general-methodological and special principles. The general-didactic principle of reproducibility of assessment is offered for teaching activity, and also such general-methodological principles of foreign language communicative competence assessment as criterion and variability are offered for implementation.

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Journal articles on the topic 'Principles of Teaching and Learning'

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