Abstract
The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimization based on IMOCS-BP neural network, and then, the classroom resource optimization reconstructs the teaching process with unique connotation essence. The experiments show that the BL “four-step” teaching model is designed to achieve the four key elements of “flexible English learning environment, transformed learning the culture, customized content and professional educators”; the designed neural network has optimized the English classroom resources.
Highlights
E teaching model refers to a more stable structural framework and active procedure of teaching activities established under the guidance of certain teaching ideology and teaching theory [3]
According to the different degrees of combination of existing teaching modes and PBL teaching mode, this study firstly constructs a “four-step” teaching mode of PBL to realize the innovative application of PBL teaching mode in the teaching of English majors in new universities in a stepby-step manner. en, we designed a method of English classroom resource optimization based on Improved Multiobjective Cuckoo Search (IMOCS)-BP neural network, and the classroom resource optimization reconstructs the teaching process with unique connotation essence. e introduction of neural network’s English classroom resource optimization method in English grammar teaching has positive significance for optimizing English grammar teaching
E “four-step” teaching model of PBL is built by combining the advantages and shortcomings of the existing LBL and CBL teaching models and the new PBL teaching model of English majors in new universities. is model organically combines the three teaching modes and complements their strengths and weaknesses so as to achieve complementary advantages. e application of the innovative PBL teaching mode in new universities aims to update the teaching concept and enrich the teaching mode, so as to gradually improve the teaching quality and teaching level of economics and management majors in new universities and cultivate talents that meet the requirements of undergraduate teaching and the needs of social development
Summary
As a new concept of teaching and learning that has received much attention in the information age, scholars at home and abroad have different definitions of classroom resource optimization [10,11,12]; they believed that classroom resource optimization refers to the reversal of in class and out-of-class activities and shifting teaching and learning activities originally conducted in the traditional classroom to off-class and vice versa. E most important value of classroom resource optimization is the preclassroom videos, teacher-student communication, and effective face-to-face interactive teaching activities [15]. E study points out that classroom resource optimization is about creating videos according to the instructional schedule and about individualizing students’ need, exploring their misconceptions about the content, and personalizing their education. It is emphasized that classroom resource optimization should include both interactive group learning activities in the classroom and individual computer-based learning instruction outside the classroom [16]. There is no definitive definition of classroom resource optimization, the essence of flipped teaching is very different from the traditional classroom
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