Classroom Teaching Model Research Articles

Innovative research of comprehensive practice classroom teaching of Chinese reading

The innovative research of comprehensive practical classroom teaching of Chinese reading shows that teachers should pay attention to cultivating students 'interest in reading in the teaching process, improve their information screening and integration ability, and introduce diversified teaching strategies to stimulate students' learning initiative and creative thinking. Through the continuous innovation of teaching methods, we can enrich the reading practice activities, and provide students with a broader space for exploration and thinking. Classroom teaching is an important link in the field of education, and it has a key influence on students' learning effect and development. With the rapid change of society and the reform of education system, the traditional classroom teaching model faces many challenges. Therefore, it is of great theoretical and practical significance to study the innovation of comprehensive practical classroom teaching of Chinese reading and improve the teaching effect. First of all, the innovation of the comprehensive practical classroom teaching can promote the improvement of the quality of Chinese education. Through the exploration and application of the comprehensive practice innovation strategy of different Chinese reading, it can better meet students' learning needs, stimulate their interest and initiative in learning Chinese, and improve the effect and quality of Chinese learning. Secondly, the innovation of comprehensive practical classroom teaching of Chinese reading can promote the professional development of Chinese teachers. Teachers are the main implementers and organizers of classroom teaching, and their teaching ability and level are directly related to the quality and effect of classroom teaching. Studying the practical innovation of classroom teaching can help teachers to continuously improve their teaching ideas, teaching methods and teaching skills, and improve their professional quality and teaching level. In addition, the innovation of studying the comprehensive practical classroom teaching of Chinese reading can also promote the in-depth progress of educational reform. Education reform needs to learn from and introduce new educational ideas, teaching methods and teaching means, and all of these need to be verified and implemented through practical innovation. By studying the innovation of comprehensive practical classroom teaching of Chinese reading, it can provide practical experience and theoretical support for the promotion of educational reform.

An Experimental Study of Flipped Classroom to Enhance Students' Basketball Teaching Design Ability

This study takes the teaching innovation of compulsory basketball courses as the research object in the context of teaching innovation of information technology in physical education disciplines in Chinese higher education. It adopts the method of using literature, action research and mathematical statistics. An experimental study was conducted on the application of the offline combined with online group flipped classroom teaching model in the basketball major compulsory course to explore the impact of the model on improving students' basketball instructional design ability. The experiment shows that the post-test t-test result of instructional design ability is -32.217 with a p-value of 0.000, and the experimental group is significantly better than the control group in terms of instructional design ability. It is concluded that the application of offline combined with online group flipped classroom teaching model can very significantly improve students' basketball instructional design ability. The aim is to construct a scientific and feasible teaching practice model for the teaching innovation of physical education courses, and to promote the educational quality change and teaching innovation of physical education professional courses.

Computer-assisted education and application in the music flipped classroom: A review of the literature

The application of computer-assisted learning in music education not only changes the traditional teaching mode, in addition, it provides students with a richer and more personalized learning experience. However, the implementation of computer-assisted learning also faces many challenges, such as insufficient technological infrastructure, teachers' role change, and the development of students' independent learning ability. Therefore, this study explored the pedagogical effects of computer-assisted learning applications in music-flipped classrooms and how to enhance students' learning and musical expression through a computer-assisted flipped classroom teaching model by using the literature review method. Through a five-step approach, this study analyzes the current status, problems, challenges and opportunities of computer-assisted education in music-flipped classrooms, aiming to assess its effectiveness and propose strategies to promote innovation and development in music education. The study findings demonstrated that utilising computer-assisted learning in the music-flipped classroom substantially enhanced students' musical knowledge, skills, and performance by fostering active learning participation and interaction. Conclusions drawn from the study found that computer-assisted learning is effective in improving learning outcomes and musical performance and can contribute to the advancement of music education theory and practice. Future academic exploration needs to confront these obstacles and delve into inventive applications of computer-assisted learning. Furthermore, there is a necessity for prolonged investigations to evaluate the enduring influence of music education outcomes through computer-assisted music-flipped classroom instruction.

Towards Inclusive Classrooms: Identification of the Role of Teachers in Creating an Inclusive Learning Environment

The development of education is vital to the expansion of human evolution. Learning philosophy and disciplinary practices advise the inclusive model of classroom teaching. The objective of this research study is to identify teachers’ role in creating inclusive classrooms in primary level schools. According to School Information System (www.sis.punjab.gov.pk), Tehsil Gojra has total 113 male primary schools where 206 teachers are teaching. By maintaining a 95% confidence level and confidence interval 5, and using www.surveysystem.com, the sample size of 134 was determined. Convenient method of sampling was used to select the respondents. Essential information was collected from the respondents through a structured questionnaire. The SPSS (Statistical Package for the Social Sciences) was used to process the information. This study demonstrated how important teachers are in fostering an inclusive learning environment. The highest-ranked initiative, 'Provide support for them in ways which benefit all children in your class,' having mean score 2.33, which emphasizes significance of inclusive teaching strategies that benefit the entire class rather than addressing the needs of special students only. 'Focusing on the strength of students' with mean score of 2.27 and 'Promoting empathy in students' with mean score of 2.25 follow closely, emphasizing the significance of identifying student talents and creating a caring, empathetic environment in the classroom. Teachers saw how crucial it was to use a range of tactics and adaptations to help struggling students.

The Development of a Blended Learning Model with a Flipped Classroom Based on MOOC to Enhance Academic Performance and Attitude in the "Basics of Computer Application" Course at Guangxi Normal University for Nationalities

Background and Aim: In today's highly competitive and evolving academic environment, academic performance and learning attitude are considered two crucial aspects that shape students' academic performance and personal development. Academic performance not only reflects a person's learning outcomes in a specific subject area but is also closely related to his or her learning attitude. The traditional teaching mode can’t meet the teaching demand of the "Basics of Computer Application" course, and the blended learning model is more suitable for the development of education information. This study aimed: (1) To study the development of students' academic performance by the flipped classroom teaching mode based on MOOC. (2) To study the development of students' learning attitudes by the flipped classroom teaching mode based on MOOC. Materials and Methods: The research sample is a total of 60 students in two classes of the first grade of preschool education at Guangxi Normal University for Nationalities, there are 30 students in both classes, and they are divided into two groups based on the class: Class 1 is used as the control group to teach in the traditional classroom teaching mode, and class 2 as the experimental group is taught in the flipped classroom teaching mode based on MOOC. The data of this research comes from test papers and questionnaires. Input the test data into SPSS for descriptive statistics and data analysis; input the questionnaire data into SPSS for data analysis. Results: (1) The academic performance after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P<0.01). (2) The attitude after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P<0.01). Conclusion: (1) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' academic performance more than traditional classroom teaching. (2) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' learning attitude more than traditional classroom teaching.

Seeing life through life: Unpacking life education in intergenerational learning in China

Life education is increasingly recognized as one of the potentially effective ways to reduce unnatural deaths. Existing research focuses mainly on classroom knowledge transfer and extracurricular practical activities, which has been criticized for their effectiveness due to insufficient interaction between teachers and students. Creating high-quality life education, therefore, has become a demand for human happiness. Intergenerational learning embedded in life education, developed by collaborating with primary schools and older adult schools in China, has become an effective practice. Two teachers, seven primary school students, and seven older adult learners were interviewed to reveal the characteristics and impact of this effective practice. This model of practice establishes a dual subject of teachers and students in breaking the boundary between teachers as subjects and students as objects, while recognizing diverse lives in the interaction and reflection of intergenerational learning. In addition, this study constructs a classroom teaching model of teachers, primary school students, and older adult learners jointly creating knowledge, skills, emotions, attitudes, and values, and I put forward the life education thought of ‘seeing life through life’. This study has implications for policymakers on improving educational policies and practitioners on innovating life education models in cross-cultural contexts.

Research on the Teaching Reform Path of Deep Learning Courses in Universities Based on Flipped Classroom Teaching Model

With the advancement of educational reform, higher education and teaching have also ushered in new opportunities for reform. In this context, ways to improve the teaching effectiveness of the Deep Learning course and cultivate students’ professional literacy and comprehensive abilities have become one of the teaching difficulties that troubles university teachers. The application of the flipped classroom teaching mode can effectively cultivate students’ core competencies and comprehensive abilities, which is crucial for their future learning and development. Therefore, it is necessary for universities to use the flipped classroom teaching model in the teaching of Deep Learning course in order to stimulate students’ interest in learning, mobilize their subjective initiative, and improve the effectiveness of classroom teaching. In this regard, this article provides a brief analysis of the teaching reform of the Deep Learning course in universities based on the flipped classroom teaching model, hoping to provide valuable reference and guidance for readers.

Exploration and Research on the "Dual Teacher" Classroom Teaching and Training Model

Classroom teaching is a key link in achieving talent cultivation goals. It is a necessary process to enhance students' professional knowledge and job competency. In the process of classroom teaching, teachers should arrange the content and process of teaching and training reasonably based on the differences in students, knowledge, and skills, research and explore effective classroom teaching and training models, and effectively improve the quality of classroom teaching and training. There are many factors that can improve the quality of classroom teaching, and one of the most important ones is how to guide students to follow the teacher's ideas and maintain their enthusiasm for learning. During classroom listening or training, one can engage in active thinking, interaction, and communication with the teaching teacher. In order to better improve the quality of classroom teaching and training, adapt to the new requirements of teaching and training in the new era, a "dual teacher" classroom teaching and training model is adopted for the same classroom. The main lecturer is responsible for imparting and teaching the main knowledge and skills. During the teaching process of the main lecturer, the auxiliary lecturer acts as a dual identity of both the teacher and the student in the classroom. At key teaching stages and knowledge points, they timely guide students to learn and think through various means, so that students can deepen their understanding and mastery of knowledge and skills.

Analysis of the Application Value of Virtual Reality Combined with Flipped Classroom Teaching Mode in Cardiopulmonary Resuscitation Teaching

Objective: To analyze the value of using virtual reality combined with the flipped classroom teaching model in teaching cardiopulmonary resuscitation (CPR). Methods: Two classes of our nursing program were randomly selected for the study from September 2022 to September 2023, Class A (52 students, conventional teaching method) and Class B (52 students, virtual reality combined with flipped classroom teaching mode). The assessment scores and independent learning ability scores of the students in the two classes were compared. Results: CPR theory and operation scores, passing rate, and independent learning ability scores of Class B were higher than those of Class A (P < 0.05). Conclusion: the use of virtual reality combined with the flipped classroom teaching mode in CPR teaching is conducive to the improvement of students’ assessment scores and independent learning ability.

New model of college physical education teaching based on the algorithm and data structure of flipped classroom and OBE

Although college physical education (PE) is a compulsory course in college teaching, due to the openness of assessment standards and students studying to pass the final exam, college PE has been undervalued, so this paper aims to explore the new model of college PE teaching. In response, this paper took the air volleyball course as an example and redesigned the teaching of college PE based on the theory of flipped classroom and outcomes-based education (OBE). This paper also proposed a personalised learning system for college sports based on genetic algorithm (GA) and data structure, greatly improving college PE's autonomous learning ability and willingness. In the design of the teaching model, this paper compared and analysed the teaching model combining flipped classroom and OBE with flipped classroom teaching model, OBE teaching model and traditional teaching model. A one-semester investigation was conducted by selecting 40 students who took the air volleyball PE course at Hebei Normal University for Nationalities. The 40 students were divided into four groups, and their learning after one semester was compared. The experimental results showed that, compared with the traditional teaching model group, the outcome-based education and flipped classroom education group's performance of hitting the ball, passing the ball, spiking the ball, and serving the ball increased by 3.8 %, 14.3 %, 20.8 %, and 10.3 %, respectively. This suggested that the new college physical education teaching model based on flipped classrooms and OBE has a good teaching effect and can be used as a reference and help for others.

A Study on the Correlation Between the Participation of Flipped Classroom and the Pleasure and Boredom of Non-English Majors in Foreign Language Classroom

In recent years, in order to improve the shortcomings of traditional classrooms, the flipped classroom model has been widely implemented in foreign language teaching. This paper discusses the pleasure and boredom of non-English majors in the flipped classroom in the foreign language classroom. Based on the "broaden-build" theory and the "control-value" theory, 243 non-English majors were studied by questionnaire and interview. It is found that (a) Non-English majors’ acceptance of the foreign language classroom under the flipped classroom model is generally high. (b) The flipped classroom model is conducive to improving the participation of non-English majors in foreign language classrooms. (c) Non-English major college students are generally more enjoyable and less bored in the foreign language classroom under the flipped classroom model. (d) The emotions of non-English majors in the foreign language classroom under the flipped classroom model are influenced by many factors such as teachers’ enthusiasm, utilitarian psychology and autonomous learning ability. The results of the study can provide useful enlightenment for the teaching side to improve the flipped classroom teaching model.

Effects of flipped classroom teaching in anaesthesiology residents: a protocol for systematic review and meta-analysis

IntroductionThe flipped classroom teaching model is widely used in medical education and is indicated to be better than traditional lecture approaches in many medical specialties. Emerging studies have evaluated the...

Investigation and Analysis of the Application of Efficient Classroom Model in High School Music Appreciation Course

In China, the efficient classroom teaching model is also known as the "6+1" teaching model, which was first applied to cultural courses, such as math, chemistry and English."6+1" refers to the six segments of classroom teaching, including "guide", "think", "discuss", "show", "assess", "check"; the second part is the "1" in the efficient 6+1 model, which is called "use", which is a learning segment carried out in the self-study after class (Ma, 2023). It emphasizes the students' subject position and focuses on cultivating students' independent learning ability and innovative thinking. But whether this teaching mode is suitable for high school music appreciation courses has not yet been researched in a targeted way. The cultivation and improvement of independent learning ability has become an important symbol of deepening teaching reform (Du, 2020). Therefore, the efficient classroom mode was adopted for classroom teaching in the high school music appreciation course, and after four weeks of teaching practice, questionnaires on music learning attitudes, learning styles, and learning goals as the main content were administered to teachers and students respectively. The results of the study showed that after the teaching of the efficient classroom model, teachers were positive about the instructional model, and students' learning attitudes became more positive. Students also listen to more musical works on their own. The results of the study are expected to provide some useful references and lessons for the reform and development of high school music education in China.

The impact of an interdisciplinary co-creation teaching model on the design and creative abilities of college students in a smart classroom environment

The aim of this study was to investigate the impact of the interdisciplinary co-creation teaching model on students' design creativity and learning perception within a smart classroom environment. Eighty participants were randomly selected from a Chinese university and assigned to either the experimental or control group in this quasi-experimental study. Students in the control group were instructed with an interdisciplinary teaching model in the traditional classroom while respondents in the experimental group were taught with an interdisciplinary co-creation teaching model in a smart classroom environment. The two groups' differences in perceptions of learning and design creativity were measured using pre- and post-tests. Independent t-test samples were used to analyze data for design creativity and paired sample t-tests were used for learning perception. The results showed that there are significant differences between the impact of the interdisciplinary teaching model used in a traditional classroom environment and the interdisciplinary co-creation teaching model used in a smart classroom environment on students' design creativity and learning perception. The latter approach was found to be more effective in improving students' design creativity and learning perception. It can be seen that the interdisciplinary co-creation teaching model in the smart classroom environment is not only a teaching tool but also a new teaching model. It allows students to obtain comprehensive learning and perception improvements during the learning process thereby improving students' design creativity.

Developing and Implementing an Advanced E-Learning English Classroom Teaching Model Using Deep Learning Technique

Developing and Implementing an Advanced E-Learning English Classroom Teaching Model Using Deep Learning Technique

Pre-class mode "flipped" again: Making videos instead of just watching them

"Flipped classroom" has subverted the traditional classroom teaching model and is believed to have a positive impact on knowledge acquisition and skill training for higher education students. The pre-class learning phase is considered a key factor in the success of flipped classrooms. However, currently, the pre-class learning phase of flipped classrooms mainly relies on video watching, which makes students passive receivers. Teachers need to invest a lot of time and resources in developing online videos, which greatly increases students' learning time and tasks. This also hinders the promotion of this teaching model. This study designs a pre-active learning strategy based on student participation in video production and a flipped classroom teaching model, and uses questionnaire surveys and interviews to observe students' reactions, explore its impact on students' satisfaction, and empirically analyze the path it affects students' satisfaction. We found that in the pre-class phase, the greater the ease of use and usefulness perceived by students in video production, the higher the students' satisfaction. Perceived enjoyment and perceived value are important intermediary paths. In addition, based on the research results, this study proposes suggestions for a flipped classroom teaching model based on video production. The results of this study will provide important references for the pre-class learning phase of flipped classrooms.

Research Summary on the Smart Teaching Model and Its Application in Chinese Teaching

Smart teaching models have important value in the field of education, especially in the context of smart education. Smart teaching models can improve teaching efficiency and promote students’ individualized development. This article summarizes the research on smart teaching models, including the research on smart classroom teaching models in Europe, America, and Asian countries, as well as the research on smart teaching models in Chinese speaking and writing teaching. The article also proposes the constituent elements and teaching process design of smart teaching models and analyzes the advantages and limitations of smart teaching models.

Flipped classroom teaching model with video instruction improves skills in local anesthesia training

Local anesthesia (LA) training is an essential clinical skill in dental education. However, the traditional teaching method of student-to-student injection has ethical concerns. This study investigated whether a flipped classroom (FC) teaching model with instructional videos improves students' skills in administering LA. Fourth-year dental students in 2017 (traditional teaching, n=70) and 2018 (FC model, n=79) were assessed for their ability to perform an inferior alveolar nerve block and lingual nerve block. The FC group watched pre-recorded videos prior to a hands-on training session. Skills were evaluated using a 24-item checklist converted to letter grades. Perceptions of the FC approach were also surveyed. The FC group showed statistically significantly higher final grades than the traditional teaching group (P<0.05). Most FC students agreed that the videos improved clarity and learning objectives. The FC teaching model with procedural video instruction improved skills and confidence in administering LA over traditional teaching methods. Videos can be a beneficial supplement in pre-clinical dental training.

The Application of Flipped Classroom Teaching Model in Nursing Teaching

How to cultivate students' innovative thinking, develop their ability to analyze and solve problems, and become high-quality practical nursing talents with solid theoretical knowledge and strong practicality is the focus of nursing teaching. With the continuous progress of education reform in our country, educational informatization has attracted more and more attention. With the rapid development of multimedia technology, the flipped classroom teaching model supported by information technology has gradually attracted people's attention. This article elaborates on the concept of flipped classroom, analyzes the advantages of flipped classroom teaching mode in nursing education, and explores the application of flipped classroom teaching mode in nursing teaching, in order to better use flipped classroom to promote innovative development in nursing education and promote the cultivation of nursing talents.

Construction and Application of Physical Education Classroom Teaching Model Integrating MOOC and Flipped Classroom

In terms of sports itself, mastering certain skills is a reliable way to avoid injury and futile training, and the teaching process needs to focus on imparting skills. Therefore, in order to optimize the teaching mode of physical education courses, this study explores the current improvement achievements and draws on the advancement of curriculum reform. The study proposes a recommendation method based on knowledge points and student characteristics by studying the characteristics and importance of sports techniques, in order to achieve high-quality customized content recommendations. Through validation experiments, the effectiveness of this recommendation method and optimization path is demonstrated. This study adopts an empirical research design to explore the impact of recommendation methods based on knowledge points and student characteristics on the teaching effectiveness of physical education courses. The effectiveness of this recommendation method is evaluated by collecting and analyzing students' learning data. Statistical analysis methods are used to analyze experimental data, including calculating the percentage of improvement in students' technical movements under different teaching modes. The research results indicated that recommendation methods based on knowledge points and student characteristics were of great significance for optimizing the teaching mode of physical education courses. The improvement of subjects' technical movements such as hitting and swinging in the new teaching mode was significantly better than that in the traditional teaching mode, with an increase of 10-20 technical movements per unit time, with a growth rate of over 20%. Compared with traditional teaching models, this teaching model has been subjectively recognized by students and has positive reference significance for the current physical education teaching model.