Enhancing learning effect for students with bipolar depression through the interactive English translation teaching model

Abstract

BackgroundBipolar depression students may face various challenges during the learning process, such as emotional fluctuations and lack of concentration. Traditional teaching models may not achieve ideal results in response to the special needs of such students. Given this, the study aims to explore whether the interactive English translation teaching model can bring better learning experiences and effects to students with bipolar depression. Through an in-depth analysis of the characteristics of this teaching model, combined with the characteristics of students with bipolar depression, the study aims to provide educators with new strategies and methods.Subjects and MethodsThe study selected 120 students with bipolar depression as the research subjects and randomly divided them into an experimental group and a control group. The experimental group students were taught using interactive English translation teaching mode, while the control group students were taught using traditional teaching mode. The study used the Bipolar Depression Rating Scale (BDRS) to evaluate the intervention of students with bipolar depression.ResultsBefore the experiment, there was no significant difference in bipolar depression scores between the two groups of students (P>0.05); After the experiment, the bipolar depression symptoms of the experimental group students were significantly improved and significantly lower than those of the control group students (P<0.05).ConclusionsThe interactive English translation teaching model shows promise in alleviating symptoms of bipolar depression among students. Furthermore, this model positively impacts both their learning experience and mental well-being.AcknowledgementResearch Project on Teaching Reform of Chongqing Vocational Education, No. GZ223267.