Classroom Mode Research Articles

Machine Learning Model-Based English Project Learning and Functional Research

Under the background of the rapid development of machine learning and information technology, traditional classroom mode is gradually replaced by media classroom. To tackle abstract and incomprehensible problems and restricted practical teaching in practical teaching, online classroom design principle is utilized to embody the classroom optimization and design principle of English language teaching from the perspective of machine learning based on English project learning. Based on the advantages of digitization, deep learning algorithm is used to establish classroom application model by information input. Besides, English language and relevant language application scenarios are presented from the perspective of machinery. The simulated textbook contents and relevant extended knowledge points are displayed in classrooms by online teaching. The current advantages of Internet communication are combined with machine learning algorithms for field simulations and calculations on the relevant course content of English subjects. The actual operation process in the English learning process is realized through the online form of the network. It ensures the stability and transmission accuracy of online classrooms, reduces information omission and loss during data transmission, and obtains the optimal solution for data simulation in real-time scenarios. Relevant researches demonstrate that machine learning combined with online classroom design breaks through the face-to-face book teaching in traditional classrooms by the dynamic demonstration of life and actual work scenes and entity innovations as well as design. Besides, it stimulates students’ interest in English courses, enhances the overall learning rate, promotes more significant effects of English project learning, and is conducive to the cultivation of comprehensive language talents in the new age.

Curriculum Design of College Students’ English Critical Ability in the Internet Age

“Speculation” is considered to be one of the important qualities that modern students should possess, and it is also the goal of modern education. With the advent of the Internet age, teaching models have been continuously combined with technology. From mixed teaching to flipped classroom, teaching with different methods of information transmission can achieve the best results. This paper is aimed at studying the curriculum design of college students’ English critical thinking ability in the Internet era. On the basis of analyzing the significance of cultivating college students’ critical thinking ability and the curriculum design of critical thinking ability, the flipped classroom mode is used for teaching practice through the experimental method and questionnaire survey method. The personality tendency and the cultivation of students’ critical thinking ability in the flipped classroom were analyzed statistically. Finally, it was concluded that the students’ critical thinking skills have been improved to a certain extent through the various links set in the flipped classroom teaching.

Application of the Flipped Classroom Mode under Few-Shot Learning in the Teaching of Health Physical Education in Colleges and Universities.

The flipped classroom is a revolutionary teaching method that reverses the traditional roles of teachers and students, as well as the traditional classroom and after-school schedules. The flipped classroom is currently the most popular English teaching reform, so the design and development must meet the practical needs of college physical education teaching. Subverting the classroom is a highly effective service for college physical education that promotes college physical education quality improvement. The research topic of this study is the application of the flipped classroom teaching model based on few-shot learning in public physical education in ordinary colleges and universities. It analyzes the conceptual advantages of the flipped classroom teaching model based on few-shot learning, combining its benefits with the current common college environment. There are issues in physical education, and a teaching model suitable for public physical education in ordinary colleges and universities is gradually being developed in order to improve students' enthusiasm for independent learning and classroom teaching quality. The flipped classroom teaching model has given rise to new ideas for the construction of a physical education model: first, students' physical learning is no longer limited to the physical education classroom, thanks to the use of network technology to change the learning environment. Teaching resources have been expanded to include many online sports resources, so students' physical learning is no longer limited to the physical education classroom. Students can learn anytime and anywhere, which allows them to continue their education throughout their lives; second, flipped classrooms increase teacher-student interaction and play an important role in re-establishing a harmonious teacher-student teaching relationship: third, online courses help students develop their skills. Autonomous learning's ability to shape students' personalized learning is better suited to the development of students' core literacy.

Sustainability of Foreign Language Education at a Slovak University during COVID-19 Global Pandemic

The current paper scrutinizes the students’ voice on the educational COVID-19 based changes that occurred at the Department of English Language and Literature, Faculty of Humanities, University of Žilina, Slovakia. The respondents’ study program is Teaching English Language and Literature. The significance of the study lies in the urgent need of today’s educators to detect students’ views on new modes of studying applicable these days to find beneficial solutions for the provision of high-quality education services. The focal point has been placed on the students’ voice, i.e., on the students’ comparative approach towards current online and traditional classroom mode of studying/learning. The research has been supported by a questionnaire with 11 EFL-related statements to test the hypotheses of this study. Hence, the objectives of the research have been to compare the quality of education performed through the online and offline classroom frameworks, evaluate the effectiveness of the students’ language skills development, and track students’ level of satisfaction with the running online model of studying – all this viewed and uttered by students themselves. The current research employs “mixed methods” that imply the integration of quantitative and qualitative data within a single inquiry. Overall, 61.6% of the surveyed students expressed their satisfaction with the blended learning system and their readiness to apply it in further teaching practice. This research is not exhaustive and might broaden into a comparative study of the students’ language-related feedback of the online/offline education among other European and non-European English language departments, building a substantial basis for policy decisions.

Application of Flipped Classroom Teaching Mode in Electromechanical Teaching of Secondary Vocational School

Compared with the traditional teaching mode, the flipped classroom teaching mode is an efficient and scientific teaching mode. It takes students as the key development subject. It aims to enhance students’ subjective initiative and guide students to learn and practice more independently and actively. In the process of electromechanical teaching practice in secondary vocational schools, teachers should fully combine the characteristics of electromechanical teaching, make scientific and comprehensive use of the flipped classroom mode, ensure the two-way improvement and overall optimization of students’ ability and accomplishment, and better meet the long-term development of students.

Cultivating Translators’ Critical Thinking Competence Based on a Flipped Classroom Mode

Cultivating Translators’ Critical Thinking Competence Based on a Flipped Classroom Mode

Teaching Design and Practice of Flipped Classroom Mode Based on Deep Learning in “Basic Concept of Coordination Compounds”

Teaching Design and Practice of Flipped Classroom Mode Based on Deep Learning in “Basic Concept of Coordination Compounds”

The Application of Vocabulary Cohesion and Richness in College English Writing under the Flipped Classroom Model

With the rapid development of network communication technology, since the beginning of the 21st century, flipped classroom, as a new hybrid teaching method based on computer technology, has changed the traditional teaching method and formed a teaching process of "learning first and teaching later". Applied to many fields. In university teaching, flipped classroom is widely used, changing students' passive learning to active learning, adjusting classroom time and learning time, emphasizing students' autonomous learning, and greatly improving students' enthusiasm for learning. From the perspective of the cohesion and richness of vocabulary in the flipped classroom model, this paper examines the effect of vocabulary in college writing under the background of flipped classroom and the teaching method. Through the discussion of the relevant concepts of the flipped classroom model, this paper shows the relevant characteristics of the flipped classroom. College English writing is a very important subject, and the English teaching mode has greatly helped college students to learn English writing. Therefore, this paper focuses on the application of vocabulary cohesion and richness in college English writing under the flipped classroom mode. The final results of the study showed that the students in the experimental group scored 88 and 92 on lexical cohesion and richness, respectively, with an average score of 90. It can be seen that the flipped classroom model is helpful to improve the vocabulary cohesion and richness of students' English composition.

Faculty Perceptions of Safety and the Impact of Online Classroom Modalities During the COVID-19 Pandemic

Faculty Perceptions of Safety and the Impact of Online Classroom Modalities During the COVID-19 Pandemic

Problems and Countermeasures of Flipped Classroom in Teaching Practice: Take the course of Comprehensive Business English as an example

In order to improve students Business knowledge and English skills, and conform to the requirements of the development of the times for Business English, many teaching reforms and innovations have emerged one after another, and the flipped classroom model is one of them. Flipped classroom has a relatively extensive theoretical and practical foundation abroad, and it has gradually emerged and developed in the teaching field in China in recent years. This article combines the practice of flipped classes in the course of Comprehensive Business English of Chongqing University of Technology, summarizes the problems and difficulties encountered, and proposes some suggestions for its solutions, hoping to provide a more reasonable and effective application of flipped classroom mode in Business English teaching.

Financial Education during COVID-19 - Assessing the effectiveness of an online programme in a high school

ABSTRACT Acknowledging the importance of financial literacy in modern societies, schools are implementing different activities to teach basic concepts to young pupils. This work aims at investigating the effectiveness of an intervention of financial education in an Italian high school, conducted during the period of school closure due to COVID-19. Through a rigorous experimental design based on a Randomized Controlled Trial, this study analyses the effects of attending a one-month financial education course, provided through an online classroom mode. The empirical analysis combines econometric techniques for policy evaluation and machine learning algorithms. The intervention succeeded in substantially improving students’ financial knowledge, suggesting a potential role of digital learning for scaling up financial education initiatives.

Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang

This research aims to find out how the realization of classroom modes and interactional features of teacher talk and identify the interactional features that either support or hindrance student's learning in science class elementary level. The descriptive qualitative method is applied in this study. Twelve lessons from 7 teachers were transcribed and analyzed using the Self Evaluation of Teacher Talk (SETT) framework adapted from Walsh (2006) supported by data interview. The findings show that all four classroom modes can be seen in all of the lessons, but classroom context modes were found in a limited portion. The teachers performed all interactional features where the most frequent occurrences are teacher echo, display question, seeking clarification, content feedback, and extended teacher turn. The lesser proportion of the interactional features are scaffolding, extended wait time, referential questions, direct repair, confirmation check, extended learner turn, teacher interruptions, form-focused feedback, and turn completion. From all the interactional features that have been employed, seeking clarification, content feedback, scaffolding, and extended wait time are strategies that potentially support students learning. On the other hand, teacher echo and display questions were found to hindrance students’ learning potentially.

The identity changes in online learning and teaching: instructors, learners, and learning management systems

Not because of the unexpected global pandemic, but because of the emergence of educational technology and pedagogical innovation, the ways of teaching and learning have been switched to technology integrated modes such as blended and flipped learning which is more than changing to online from face-to-face. Yet, many institutes, which rely on a conventional residential teaching mode or use learning management systems (LMS) as an additive tool, are further struggling to adjust to the new environment. In this paper, we argue that the identity changes of three components, instructor, learner, and LMS are inevitable for authentic online teaching and learning. By applying conceptual frameworks for the identity changes with four sequential levels, we evaluated Blackboard course sites (n = 53) and analysed course evaluations (n = 41) from a university that remained holding a traditional classroom mode and using an LMS in a non-integrated way. As a result, only a few courses appeared at higher levels of the identity changes. To integrate the identity changes in online learning and teaching, we argue that an LMS should be designed and managed as a learning community; both instructors and learners should be repositioned as co-participants; and they should work together to build a post-learning community by practicing community membership.

Artificial Intelligence-Based Simulation Research on the Flipped Classroom Mode of Listening and Speaking Teaching for English Majors

Information technology has become an important carrier for the implementation of flipped classrooms, giving full play to the role of modern education technology and transforming the traditional classroom teaching form into an important form in today’s education reform. This article mainly studies the simulation of the flipped classroom model of listening and speaking teaching for English majors based on artificial intelligence. A total of 31 English majors were selected for the experiment, including 7 boys and 24 girls. After obtaining the consent of school leaders and teachers, 16 weeks of experimental teaching were carried out in the class. The experimental subjects had not been exposed to the flipped classroom teaching mode before the start of the experiment, and they were willing to participate in this experiment. After the phased flipped classroom teaching mode was carried out in the experimental class, the teaching objects in the experimental class were selected in the form of interview questionnaires to understand students’ attitudes and acceptance of the flipped classroom teaching mode in English listening and speaking classes. Adjust and improve the poststage flipped classroom teaching model to provide reference. During the experiment, the control class adopted the multimedia courseware-assisted oral teaching method and, in the experimental class, flipped the classroom oral teaching mode. Teachers integrate resources when preparing lessons to design flip-flop classroom oral English teaching, and teachers guide students to use the internet to search for resources and preview independently. The average value of the English self-management learning ability of the students of this major was 27.48 points before the experiment started. After passing the experiment, the score increased to 38.90 points, and the average value increased significantly (t = −20.189, P < 0.01 ). A comparatively complete comparison of English listening and speaking teaching results was carried out. Before the implementation of the flipped classroom, the students’ average professional English score was 76.23 points, and the average score after the launch was 84.39 points. The overall average score increased by 8.16 points. With regard to students’ English learning scores, there has been some improvement. The results show that, through the implementation of flipped classrooms, students have exercised their ability to self-manage their learning and strengthened their ability to make learning plans, implement them, and reflect on the effectiveness of learning.

Virtual Laboratory and Mobile Devices as a Support Tool for the Teaching-Learning Processes of Physics in Pandemic Times

<p class="0abstract"><strong>The COVID-19 pandemic forced universities to close their doors creating the largest disruption of education systems in history. It was necessary to find new ways and new alternatives to classical teaching methods. This paper presents the proposal made by the Faculty of Engineering of the Catholic University of Cordoba (UCC) for the continuity of practical laboratory work in the teaching of Physics. To this end, the data obtained from a survey of university students at the end of the academic year 2020 are analyzed. The survey covers first-year students, as well as students from higher education who took Physics I under the classroom modality. It should be noted that the number of students in the Faculty of Engineering of the UCC is very small to obtain conclusive results in a first research, therefore, the authors consider that the project is at an introductory stage that, in the future, will continue to pursue. So far, the results showed that the application of Physics laboratory experiences through simulation can become an excellent tool to facilitate students' understanding of abstract and complex concepts in the face of lack of presence.</strong></p>

Translation in EFL teacher talk in Chinese universities: a translanguaging perspective

ABSTRACT This study considers translation as a joint enterprise in the management of both linguistic translation and associated meaning-making resources in English language teacher talk from a translanguaging perspective. Analysis of classroom teaching in Chinese universities using conversation analysis (CA) under the SETT (self-evaluation of teacher talk) framework reveals that the sequential patterns of translation go beyond the linguistic structure and are assimilated into a translanguaging pedagogical frame in alignment with dynamic L2 classroom modes. The findings contribute to an understanding of translanguaging effect within certain L2 classroom contexts. As such, the research further informs the appropriate use of translation/translanguaging practice to develop classroom interactional competence.

Internal Medicine Clerkship ID Curriculum Flip: Will They Prefer to Pre-learn?

Varying pedagogical approaches of undergraduate medical education are utilized in clerkships to supplement bedside teaching. The flipped classroom mode, in which self-paced study precedes the in-person session, is often used in pre-clinical education. This shift allows time with the instructor to focus on guided application of pre-learned concepts. At our institution, the Internal Medicine Clerkship Infectious Diseases lecture was substituted to a flipped classroom with two pre-learning videos. Student satisfaction scores were higher for the flipped classroom and comments were more negative for the traditional lecture. This suggests that senior medical students favor flipped classroom pedagogy despite pre-learning requirements.

Between Practice and Perception: Formative Assessment Used by EFL Novice Teachers and Students’ Responses toward the Implementation in Offline Classroom Mode

Abstract. This study aims to 1) investigate the ways of EFL novice secondary school teachers conducted Formative Assessment (FA) in offline classroom mode 2) investigate its implementation based on the five key strategies of FA 3) reveal students’ responses toward teachers’ implementation of FA in the classroom. The participants of this study were five EFL novice teachers and five students of several secondary schools in East Java, Indonesia. This study employed qualitative research and semi-structured interview to collect the data. Results showed that teachers use various ways to conduct the FA in the classroom, such as giving quizzes, observing the students’ attitudes, asking the students to make learning diary, and asking them to do self-assessment. It is also noted that the teachers employed the five keys strategies of FA, even though there is still a limitation found in the first strategy. Furthermore, students perceive the teachers’ implementation of FA both in positive and negative ways. Students also found that there are benefits of FA that they can grasp such as the awareness of their capability, as well as the sense of achievement that maybe helpful to grow their sense of responsibility to their learning experience.Keywords: EFL Classroom; EFL Novice Teachers; Formative Assessment; Students’ Perception

The Application of Flipped Classroom Mode in College Dance Teaching

With the popularization and application of the concept of quality education in our country, in the teaching of college dance in the new era, the teaching concept is also continuously changing, and there are more and more teaching methods, which can also help the educated to improve their learning at a certain level. The interest of students can continuously enhance the students’ dance knowledge, the use of dance skills and the ability to innovate. In the past, dance teaching methods limited the interaction between teachers and students to a certain extent, and restricted the development of the educated learning initiative. The teaching method of flipped classroom can effectively improve the previous teaching methods and improve teaching efficiency

Research on the Path and Effect Evaluation of Students’ Quality Improvement in Private Colleges

Entering the 21st century, the development momentum of holistic education in China’s higher education can be described as rapid progress. General Secretary Xi Jinping emphasized at the National Education Conference that efforts should be made to enhance comprehensive quality and educate and guide students to cultivate comprehensive ability and cultivate innovative thinking. The Outline of the 13th Five-Year Plan clearly states that the training system of academic and applied talents classification, holistic education, and professional education combination shall be implemented. Holistic education is becoming more and more prominent in the cultivation of high-quality interdisciplinary talents in colleges and universities, and its importance in educational reform has been recognized. However, there are still some problems in holistic education, such as unbalanced development among core modules, separation of theory and practice in the actual teaching process, single classroom mode and low interest of students, and lack of relevant teacher resources. This paper introduces the experience of holistic education curriculum exploration in Sanquan College of Xinxiang Medical University. In the construction of the core modules of the curriculum, the content of the modules is clear, and the cross-module is emphasized; in the curriculum design, a multidimensional combination of theory and practice is required; the construction of the teaching staff is based on the long-term perspective, and the classroom assessment is scientific and objective. The research aims to provide a certain reference for the construction of holistic education courses.