A Sophomore Questionnaire Research on the Innovation Learning Demands of “Principle” Course

Luo Qing

doi:10.22158/jar.v4n2p44

Abstract

The innovation learning demands of sophomore students taking “principle” course in China are explored through questionnaire. Descriptive statistics, independent sample T-test and comparing study, are used to verify demand-side opinions about innovation education in the “principle” course. Around 94% sophomore student want the courses reformed by innovation education, to improve the innovation spirit and enhance the innovation ability, without significant gender difference. The majority sophomore students demand specific teaching resources of communist innovative model and in the form of gameplay teaching. And the “principle” innovative model education applied in curriculum, can enhance the supply-side structural reform of ideological and political courses. The Findings can be applied in the curriculum design, by furthering the combination of “principle” innovative model teaching resources with gameplay teaching form.

Highlights

Intelligent period makes innovation education tremendous beneficial influences on our social life and daily work
Sufficient survey data can be collected to verify the following expectations: All sophomore students want “principle” course be reformed by innovation education, without significant gender difference; The female innovators are less willing to reform the homework by game; The majority sophomore students are game-like innovators, without significant gender difference. 2.3 Survey Questions Design To meet the supply-side structural reform, the survey questions were constructed student-centered
But we can conclude that the majority of sophomore student, that is more than 90%, want the “principle” course be reformed by innovation education, which means improve the innovation spirit and enhance the innovation ability

Summary

Introduction

Intelligent period makes innovation education tremendous beneficial influences on our social life and daily work. To manifest communist innovative model resources for “principle” course innovation, a demand-side questionnaire is required to gather information for analysis. When the prerequisite questions concerning gender are combined with the optional ones, the questionnaire data analysis may be able to verify the expectation , that is, “the majority sophomore student are game-like innovators, without significant gender difference”.

Results

Conclusion