Classroom Teaching Activities Research Articles

Research on Optimization of High School Mathematics Teaching Strategies from the Perspective of Core Literacy Cultivation

Currently, cultivating students’ core subject literacy has become an important direction of high school education reform and the main teaching goal of various subjects in high school. As a subject of the college entrance examination and a highly practical high school subject, high school mathematics teachers should also keep up with the advancement to optimize classroom teaching activities, adjust teaching strategies, and cultivate students to form good core mathematical literacy. This article will explore the importance of high school mathematics teaching from the perspective of core literacy, and propose optimization teaching strategies, in order to provide corresponding references for high school mathematics teaching reformation.

The Impact of Metacognition on Scores in the Cloze Tests of the New College Entrance Examination for English in Jiangsu Province: A Case Study of English Teaching in the Flow Classroom at Nanjing No.5 Senior High School

With the continuous reform and development of China's education system, the position of metacognition in language learning has gradually been emphasized. The New College Entrance Examination in Jiangsu Province, which is part of China's secondary education curriculum reform, imposes stricter and broader requirements on students' English proficiency. Under this new situation, it is particularly important to study in detail the use of metacognition in the English subject and to analyze the effect of metacognition on students' performance in the English Completed Gaps section of the New College Entrance Examination. In order to better understand how metacognition can help students improve their performance in the English Cloze Exam, this study will take a process in "Flow classroom" of Nanjing No.5 Middle School as a case study. The English curriculum and teaching methods of the "class" in Nanjing No. 5 Middle School are characterized by the school's high-quality teaching resources. The study also emphasizes practice and innovation to develop students' metacognitive skills. Therefore, through empirical cases, it can be better understood the role of metacognition in actual classroom teaching and practical tips to help students achieve better grades in the College Entrance Examination.

Digital Technology: Research on the Construction and Application of Blended Teaching Curriculum of Practical Physical Education Classroom Teaching Skills in the Big Data Background

Big data is bringing discipline to education. Under the guidance of digital technology, education has ushered in the upsurge of digital reform, digital course teaching has gradually entered the public's vision, and the upsurge of digital course open education is coming. The paper adopts the research methods of literature, field investigation and logical analysis, and takes the construction of digital curriculum mixed teaching course based on the platform of Superstar Learning as the research object. This paper constructs the curriculum construction ideas in three stages of "pre-class, mid-class and after-class", and draws the following conclusions through the research of blended teaching curriculum practice in the big date background: Build digital media teaching resource library, record multi-platform online teaching videos, practice dual-track mixed teaching, pre-set interactive classroom teaching activities, after-school homework to consolidate and improve classroom learning, online examination to achieve teaching effect evaluation and feedback, etc. And summed up four practical experiences of multi-style one-click check-in function to help class attendance, interactive teaching activity function to achieve subject participation, paperless online evaluation function to detect learning effect, digital courses to break the limitation of time and space. Digital technology improves the convenience of course teaching and forms a visual teaching effect. Digital technology provides new ideas for digital curriculum teaching. The existence of digital curriculum provides more possibilities for personalized learning, while hybrid teaching promotes the interaction and cooperation between students and teachers. Build an online learning platform based on big data to support computer technology, and guide students to conduct simulation and practice in the teaching process.

Application of Multimedia Courseware in Ideological and Political Education Management

The intervention of modern teaching media in classroom teaching activities has greatly extended the time and space of teaching practice, and new teaching methods, teaching models, and teaching designs have emerged one after another. Improving pertinence and effectiveness and cultivating high-quality talents with solid theoretical foundations provide something that many schools and related teachers have been exploring and researching. Multimedia teaching courseware has its excellent advantages and effects. However, when we enjoy the convenience brought by multimedia to basis of the existing teaching behavior analysis technology, it combines research methods such as residual calculation (residual calculation) and support vector machine (SVM), aiming at both teachers and students. It becomes intuitive, visualized, concrete, and contagious, which keeps students' attention, emotion, interest, and other psychological factors in the learning process in a good state.

Creating Culture of Thinking in Language Classrooms: An Interpretive Inquiry Into Saudi University EFL Instructors’ Beliefs and Practices

Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive statistics while interview and classroom observation data were analyzed qualitatively. Instructors’ beliefs were examined in terms of their conceptions of thinking skills, and their perceptions of the importance of creating and sustaining a CoT in EFL classrooms. Their beliefs and reported practices were then compared to their actual classroom practices. Data analysis revealed several key findings. Firstly, there was an obvious incongruence between instructors' stated beliefs, reported practices, and actual classroom teaching practices. Though most instructors were favorable toward the CoT, they did not apply it to their classrooms. Secondly, several factors were identified to have mediated instructors' beliefs and practices pertaining to the CoT. These factors were related to cultural values (e.g., individual thinking, obedience, and respect for adults) as well as institutional and classroom contexts (e.g., workload, examination system, students’ thinking habits, and language proficiency). Finally, instructors lacked the strategies necessary to effectively implement CoT. Based on these findings, pedagogical implications and future research studies are proposed.

English language Pedagogical Content Knowledge of English Language Beginner Teachers in Tanzania: A reflection to English language teaching method course in Tanzania Universities

This study explored English language Pedagogical Content Knowledge of secondary school English language beginner teachers in Tanzania on the aspects of self-perceived knowledge, understanding, and classroom teaching practices regarding English language PCK domains namely; English language teaching orientations, English language curriculum materials, English language learners’ learning and English language instructional strategies. A total of 128 secondary school English language beginner teachers were involved from Dar es secondary schools. Simple random sampling and convenient sampling techniques were employed to obtain English language, beginner teachers. Data were collected by using a questionnaire method, semi-structured interview method, documentary review method, and observation method. The analysis of the data revealed that English language beginner teachers' conceptions regarding English language pedagogical content knowledge are partly. This is because despite English language beginner teachers self-perceive as highly knowledgeable and demonstrating good understanding regarding English language PCK, their actual classroom teaching practices are not appropriate. The study concludes that more opportunities should be given through English language teaching method courses during teacher preparation for student teachers to practice teaching activities in the respective PCK domains.

A Data Mining-Based Approach to Managing Intercultural Teaching Activities in Online Classrooms

Driven by globalization and technological advances, online education is coming into its own form, opening a window for students to learn across cultural boundaries. In such a context, the intercultural teaching activities in online classrooms are particularly important, as they provide students with a good opportunity to gain a deeper understanding of different cultures and merge into different backgrounds. However, most of the currently available methods of intercultural teaching activity management focus on conventional education modes or strategies, and there isn’t a deep enough analysis about the features of network environment. Aiming at these matters, this study gave an in-depth discussion on the current status of the management of intercultural teaching in online classrooms, and introduced the technology of data mining to propose a more comprehensive and systematic solution for educational issues caused by cultural differences.

Translanguaging Realities: The Use of First Language in Microteaching Practices vs. Young Learner Classrooms

This study focuses on language teacher education and adopts the microanalytic lens of conversation analysis to analyze the use of L1 (students’ first language) in microteaching and real classroom teaching practices of pre-service English teachers (PSETs), specifically in young learner classrooms. The use of L1 is approached from a translanguaging perspective. Translanguaging refers to the use of the entire linguistic repertoire without separating languages, promoting multilingualism and leveraging students’ linguistic resources for deeper comprehension and enhancing meaning-making (Canagarajah, 2011, Garcia & Wei, 2014, 2015). The research design involves three groups of participants: pre-service English teachers, in-service preschool teachers, and young learners aged from 4 to 6. Data consists of the video recordings of micro-teaching sessions at a state university in Turkey and video recordings of actual classroom teaching sessions by the same PSETs in a young learner classroom. The video-recorded data is transcribed using the Jefferson system of transcription. The analysis shows that in microteaching, where students have advanced English proficiency, L1 is rarely used and activities progress smoothly in the target language. However, in real young learner classrooms, students tend to use L1 more often which leads to disruption of the progressivity of the activities. The findings suggest the need for teachers to make principled decisions regarding their use of L1 and their acceptance of students’ L1 use. Teacher education programs should address the differences between microteaching and real classroom contexts to prepare teachers for managing translanguaging practices effectively.

Teaching during the pandemic: The case of Chilean mathematics teachers

This study sought to explore the implementation of remote teaching activities in mathematics classrooms in Chile and its outcomes in this neoliberal country during the COVID-19 pandemic. The challenges that teachers encountered when trying to carry out their remote teaching are also presented. By attending to different types of schools in the Chilean education system, the results of a comparative analysis of frequencies show differences in the use of two options of synchronous and asynchronous teaching activities, software, and in the challenges experienced by the participating teachers from three different school sectors. The results highlight a tendency and flexibility to mix synchronous and asynchronous activities coupled with all available tools from WhatsApp to Zoom. Likewise, findings suggest that the socio-economic segregation in the Chilean education system makes a difference when employing the simple and free access tools by teachers in public schools.

Perceived Effectiveness of Teacher Education Programs on the Professional Competencies of Beginning Teachers

This study sought to determine the usefulness of teacher education programs by surveying beginning teachers with up to five years of experience about their perception of the applicability of teacher education programs to actual classroom teaching. A questionnaire survey with a stratified random sampling of 1,909 senior high schools/vocational schools, junior high schools, and primary schools in Taiwan yielded 1,314 valid responses. The results showed that teacher education courses that relate to teaching techniques are more effective for actual teaching, but beginning teachers still need more opportunities for teaching practice to improve their teaching skills.

The Application of Heroic Narrative in English Teaching among Chinese Vocational Universities

Heroic narrative is a form of traditional literary with rich cultural connotations and artistic value. The heroic narrative is a storytelling device that portrays a protagonist, often referred to as the hero, embarking on a challenging journey or quest. The hero is typically portrayed as courageous, virtuous, and possessing extraordinary abilities or qualities.In the context of English teaching in Chinese vocational universities, heroic narratives can be used as reading and analysis materials.Creating heroic narratives can improve students' writing ability and creative thinking, learning the cultural elements in Chinese heroic narratives can enhance students' cultural self-confidence, strengthen students' belief in heroes and their love for the country and improve their ability to apply English. By conducting a questionnaire and analyzing the responses,the author designs a variety of out classroom teaching activities in the form of tutoring the English corner activities and holding a series of competitions, this paper aims at exploring the application of heroic narrative in the English teaching of vocational universities in China, in order to cultivate students' excellent qualities of Chinese heroes,such as patriotism,filial piety,courage and honor and integrity. And at the same time the research result can provide some useful enlightenment for English educators in vocational universities.

The Use of Computer Assisted Approach in Teaching English Pronunciation in Urban Kigali Secondary Schools, Rwanda

This study is about the use of computer assisted approach in teaching English pronunciation in the Urban Secondary Schools in Kigali, Rwanda, using the mixed research method through a self-administered questionnaire and an interview guide. Quantitative data was analyzed through descriptive statistics while qualitative data was analyzed through the thematic approach. Teachers considered the computer assisted approach useful due to its ability to provide proper pronunciation, to enable students find appropriate word sounds and to correct pronunciation errors and mistakes. The use of the approach enhanced proper pronunciation by boosting the number of words pronounced correctly. The study recommends that teachers should use the approach not only for class preparation but also in the actual classroom teaching and learning so as to improve the pronunciation of words. School managers are called upon to provide Computer Assisted Approach facilities so that both teachers and learners may have access to and actually use the same to enhance accuracy in words pronunciation.

An Analysis of Students’ Errors in Translating Recount Text at The Tenth Grade of SMKN 5 Padang

The problems of students' blunders in translating narrative text sparked this study. This study was carried out at SMKN 5 Padang during the 2021/2022 academic year. Many pupils struggle to translate effectively in classroom teaching and learning activities. The descriptive qualitative method was employed in this study. The sample of the population in this study was 34 students, the population was students in the tenth grade second semester of SMK 5 Padang, and the researcher took samples in the X Teknik Instalasi Tenaga Listrik 1. which comprised of 34 students using cluster random sampling. A recall text was translated as an instrument in this study. The researcher discovered five sorts of errors produced by students in translating English narrative text into Indonesian language based on data received from a test given to students. There are five types of errors: omission errors, blend errors, addition errors, misformation errors, and misordering errors.

Assessment of speech intelligibility during different teaching activities in classrooms with and without acoustic treatment

There is limited data for assessing speech intelligibility in real classrooms with realistic occupied noise levels and teacher’s and students’ speech levels for different teaching activities in Turkish secondary school classrooms. This study investigates the effect of reverberation time (RT), occupied noise levels and signal-to-noise ratio (SNR) on speech transmission index (STI) in real classrooms for instruction and group work. Noise levels were measured and STI values were calculated in two secondary school classrooms with RT of 0.88 s and 2.73 s. During instruction situation, calculated mean STI values were 0.63 (classroom with acoustic treatment) and 0.29 (classroom without acoustic treatment) for normal voice effort and 0.65 (classroom with acoustic treatment) and 0.39 (classroom without acoustic treatment) for raised voice effort. During group work, STI values ranged from 0.50 to 0.74 in classroom with acoustic treatment and from 0.01 to 0.34 in classroom without any acoustic treatment. SNR of 15 dBA is only approached in classroom with acoustic treatment during instruction situation. The effect of increasing SNR on STI is prominent in the classroom without acoustic treatment which already has low SNR values. The present results show that the classroom with acoustic treatment will have good speech intelligibility for instruction with normal vocal effort and for group work with raised vocal effort at 3 m distance. However, the classroom with no acoustic treatment will have STI values in the range of bad and poor intelligibility. The present results confirm the impact of SNR and RT on speech intelligibility and shows that RT value of minimum 0.8 s is optimal to have good speech intelligibility in a secondary school classroom of approximately 250 m3 with a capacity of 18 students.

Primary School Teachers’ Instructional Competences in the Implementation of Competence-based Curriculum: A Case Study of Mpwapwa District Council

Teachers’ understanding of the concept competence-based curriculum, competences demonstrated in preparing of competence-based curriculum materials, competences in integrating competence-based curriculum materials with actual classroom teaching, and teachers’ competences to address challenges in the implementation of competence-based curriculum were the objectives of the study. The study investigated on teachers’ instructional competences in the implementation of competence-based curriculum. Mpwapwa District Council was a case of this study. The study sample size was drawn using purposeful techniques. A total of 24 participants from 6 primary schools were involved in this study. 18 out of 24 participants were classroom teachers, and 6 were Head-teachers. The study used qualitative approach to capture participants’ views. Document review, observation, and interview methods were employed for data collection. Data were analyzed through thematic and content techniques. The findings revealed that teachers understand competence-based curriculum as activity and application oriented curriculum. Further, the findings showed that teachers use inappropriate verbs in preparing scheme of works and lesson plans. Moreover, the study found that teachers possess adequate instructional competences however, large classes and shortage of text books hindered them to effectively integrate the curriculum materials; lesson plans with actual classroom implementation of the curriculum. Additionally, it was found that teachers have reasonable competences to overcome challenges in the implementation of competence-based curriculum. The study concluded that despite the noted disparities, teachers possess and use instructional competences effectively to implement the curriculum. However, for higher adeptness in the implementation of competence-based curriculum it is recommended that formal trainings should be given to all teachers in the District. Also schools should be provided with adequate text books. Importantly, the present teachers should be redeployed equally to all schools.

Upaya Peningkatan Melek Tekhnologi dan Administrasi melalui Program Kampus Mengajar pada SDN Banjarsari 04 Kabupaten Jember

Purpose: Students are expected to be able to improve the quality of education in schools and can have a real impact on student progress in terms of technology, administration, literacy and numeracy. Research methodology: Classroom teaching activities, helping to improve school administration, helping to adapt school technology, carrying out special guidance to improve the spirit of student nationalism, cultivating literacy before learning and improving social spirit Results: As much as 85% are able to use good technology while for the implementation of school administration it is in accordance with the achievement of the objectives Conclusion: Students are able to help students to be able to use existing technology well and in the implementation of school administration there has been significant progress. Limitation: The limitation of this service is the implementation time. Contribution: This technology can help expand the knowledge of students and teachers. Keywords: 1. Technology 2. Administration

Research on Online Teaching of Art Management Major Based on Deep Learning Under the Background of Internet

Research on online teaching of art management major based on deep learning under the background of Internet is conducted in this manuscript. In the process of in-depth teaching, classroom teaching activities are an organic whole, and "teaching" and "learning" are not separated. This requires a change in the professional role of teachers, and the role of knowledge instiller and also teaching task implementer must be abandoned. Art management is an emerging discipline that intersects and organically integrates a variety of modern cultural disciplines and also modern management disciplines. Hence, this paper considers the deep learning ideas to create the efficient ideas of the educational reform.

Clustering Analysis of Online Teaching Cases and Evaluation of Teaching Results

To facilitate front-line teachers to provide more efficient cases for classroom teaching activities in limited teaching time, it is necessary to conduct clustering analysis of online teaching cases. The existing clustering study on text-based teaching resources focuses on the representation and fusion of different views of texts and the discovery of consistent clustering allocation, and ignores the high-dimensional sparsity of text data. To this end, this paper studies clustering analysis of online teaching cases and evaluation of teaching results. This paper gives the design flow of online teaching with case teaching as the core and proposes a text multi-view clustering algorithm based on case subject alignment, and presents a clustering model structure based on subject alignment. Based on the grey system theory, this paper compares online classroom teaching results before and after teachers use clustering algorithm to process teaching cases. Finally, the experimental setup is given, and the effectiveness of the proposed algorithm is verified by experiment.

Problems and Countermeasures of Gender Equality Education in Junior Middle Schools

Carrying out gender equality education in junior middle schools is one of the significant objectives and tasks in the Development of Chinese Women (2021-2030). The adolescent stage is a crucial period for gender equality education. It is significant for teenagers to implement and promote gender equality education in junior high school. This paper starts with the current situation of gender equality education in junior middle schools in our country. It analyzes the existing problems of gender education from four aspects: school education policy, curriculum setting, teachers' gender education literacy, and classroom teaching. Based on the problem analysis, this paper concludes that schools and teachers should start by establishing gender equality consciousness, starting from campus activities, curriculum system design, and classroom teaching activities, and put forward corresponding suggestions and countermeasures.

English Language at Secondary Level in Bangladesh: (Dis)connections Between Policy and Practice of Oral Skills

The development of curriculum, textbooks and assessment is a continuous process for better teaching and learning outcomes. The National Curriculum & Textbook Board (NCTB) revised its secondary curriculum in 2012 for English education considering the 2010 National Education policy. The only textbook for the whole country for secondary level, English for Today has been developed accordingly in 2013 for grades 6 to 10, to help students attain competency in listening, speaking, reading, and writing. This qualitative study is based on semi-structured interviews and content analysis of pertinent policy documents. The semi-structured interview data includes a set of English curriculum policy implementation stakeholders including teacher trainers, school principals and English teachers. This paper aims to explore the reasons for the existing disconnections coherently through the analytical lens of the Constructive Alignment (CA) Model for curriculum design to achieve the intended learning outcomes for secondary English education in Bangladesh. The findings support the argument that if the coherence of secondary curriculum, classroom teaching and learning activities and assessment system is not aligned, the aspirations of the National Education Policy 2010 may not be achieved.