Abstract
Classroom teaching is one of the most important aspects and links to assure quality in higher education. Although there have been some theoretical discussions and research by Chinese scholars about how to enhance the quality of classroom teaching in higher education, the experimental research of quality assurance in teaching is rarely seen. Based on an exploration of the teaching-learning methods of the presentation model, this article will provide evidence that interactive teaching styles, especially Presentation Teaching Methods, are very efficient in improving the quality of arts classroom teaching in higher education. It will analyze the quality and quantity of the empirical knowledge, which includes consciously challenging authority, academic research competencies of critical reading, critical writing and some practical abilities in finding, analyzing, solving problems and team work. Finally, it will provide some suggestions for quality assurance in classroom teaching in higher education.
Highlights
Ever since the Ministry of Education of China implemented the new policy of rapidly expanding the enrollment of new studentsin higher education in 1999, there is no doubt that the quality of classroom teaching has declined due to a shortage of lecturers, professors and teaching facilities including computers, classrooms and libraries
This research project studied The Australian Higher Education Quality Assurance Framework(Department of Education, Training and Youth Affair, Australia, 2000) and found that it is one of the vital criteriato evaluate higher education qualityand whether the graduates could find satisfying jobs
The research group conducted a survey in several universities in Guangzhou and at some Arts Faculties in Sichuan Normal University, followed by constructive experimental research in Arts Classes in Higher Education, where the teaching method was changed from the instructional model to the interactive model
Summary
Ever since the Ministry of Education of China implemented the new policy of rapidly expanding the enrollment of new studentsin higher education in 1999, there is no doubt that the quality of classroom teaching has declined due to a shortage of lecturers, professors and teaching facilities including computers, classrooms and libraries. It is very common to see lecturers talk continuously for almost the whole class while students do their best to take notes as much as they can in order to meet the various test requirements This is the same process as primary and middle schools(Song, 2011; Yi, 2010; Zhao &Guo J 2010).In 2007, the National Bureau of Statistics of China issued a sampling survey, in which the sampling fraction was 0.900% and the sample surveyed waspeople above 6 years of age.This survey indicated that only about 6.5% of Chinese people received higher education(Huang, 2009). If higher education could emphasize various methods of development of students’ potential and practical skills to realize their theoretical knowledge and satisfy the needs of the human resources market, i.e. graduates with the skills of learning, studying, finding, analyzing and solving problems, and team cooperation, the quality of students entering the workforce would improve as the quality of the classroom teaching catered to their needs. Based on theliterary review, sampling surveys and the discussion on the essence of education, quality of education and the goal of classroom teaching in higher education, we introduced presentationsand interactive teaching styles to several groups of students at Sichuan Normal University
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