Abstract
<p class="apa">The phenomenon that engineering students have little interest in theoretical knowledge learning is more and more apparent. Therefore, most students fail to understand and apply theories to solve practical problems. To solve this problem, the importance of improving students’ interest in the learning theoretical course is discussed firstly in this paper. The definitions and essence of interest are also studied and discussed. Secondly, the challenges that most teachers have to face when they carry out teaching activities are analyzed. Then, the theorem of Kolb educator role are discussed and applied to solve the challenges. Finally, the corresponding role that teachers should play when they face the different challenge is presented and some effective approaches on improving students’ interest are provided.</p>
Highlights
As we know, interesting is the best teacher
The results proved that there was a strong, positive relationship between students’ interest in a talent area and their assessment of their skill in that area
Taken the student with electronic engineering as an example, they are interested in electric circuit and Field Programmable Gate Array (FPGA) that are the intuitive reflections to the devices they use very day
Summary
As we know, interesting is the best teacher. Many researches have proven the importance of interest in learning activity. Siegle (2009), the president of National Association for Gifted Children in U.S, and his colleagues have been studying student achievement and factors that predict whether or not young people do well in school. Siegle (2009), the president of National Association for Gifted Children in U.S, and his colleagues have been studying student achievement and factors that predict whether or not young people do well in school. One of factors is that successful students find the learning task meaningful. They are interested in the task or see a purpose to it. In the process of engineering education, many students prefer to make experiments rather than theoretical learning. For this problem, this paper discusses the challenges in engaging students’ interest in theoretical courses and proposes some approaches.
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