Design Of Teaching Activities Research Articles

Designing Effective Pedagogical Activities to Enhance Grammar Understanding and Communicative Competence in Intermediate-Level Adult SL Learners

This article explores strategies to enhance the grammatical understanding and communicative competence of intermediate-level adult second language learners by designing targeted pedagogical activities. It focuses on how pre-task, while-task, and post-task activities can effectively support learners in grasping complex grammatical concepts and applying them in real-world communicative scenarios. The study emphasizes that using grammar in authentic contexts significantly improves learners ability to communicate fluently in English, bridging the gap between theoretical knowledge and practical application.By integrating theory with practice, the article underlines the importance of designing teaching activities that are not only engaging but also aligned with the specific learning needs of adult students. The pre-task phase activates prior knowledge and introduces essential terms, while the while-task phase deepens understanding through critical discussion and note-taking. The post-task phase reinforces the application of learned grammar through role-plays and reflective writing, ensuring that learners can transfer their grammatical knowledge to everyday communication situations.Furthermore, the article provides practical insights into teaching strategies that foster active learning and critical thinking, encouraging learners to not only memorize grammar rules but also use them creatively in meaningful interactions. These strategies offer valuable guidance for educators in creating more effective grammar instruction plans tailored to adult learners' unique needs, ultimately enhancing both their linguistic proficiency and problem-solving skills.

Exploring Effective Paths for Artificial Intelligence to Empower Freshmen's Autonomous English Learning in an “Internet Plus” Environment

In the environment of "Internet plus", the combination of artificial intelligence technology and education has broken the time and space limitations of autonomous learning, subversively changed the way students learn, and brought more possibilities and challenges to both teachers' "teaching" and students' "learning". It brings more possibilities and challenges for both teachers' "teaching" and students' "learning". This study takes the freshmen non-English majors of Beijing Institute of Petrochemical Technology as the research object, based on the multiple intelligences theory and the constructivist learning theory, investigates the status and ability of freshmen's autonomous learning of English in the context of the era of "Internet plus", and explores the effects of the learning tools and learning environments supported by the new technology of artificial intelligence on students’ autonomous learning ability and learning effect. It explores the impact of learning tools and learning environment supported by the new technology of artificial intelligence on students’ autonomous learning ability and learning effect, so as to further explore the effective path to improve students' English autonomous learning ability. It provides empirical data support and suggestions for autonomous learning research and university English teaching, and facilitates teachers to make scientific adjustments in the selection of teaching content, monitoring of teaching platforms, design of teaching activities, and application of teaching methods to promote the improvement of students' autonomous learning ability, and at the same time, it also helps students to identify their problems in autonomous learning, find effective paths to solve the problems, and improve their learning efficiency.

The Construction of an English Network Course Based on the Theory of Hybrid Real-Time Synchronization Algorithm

At present, the construction of online courses is an important content in the process of educational informatization. At present, there are two problems in the construction of online courses: from the teaching point of view, the design of teaching activities and teaching processes in online courses is not enough, and the teaching effect is not good. Technically, the development of most courses is basically one-off and cannot be updated quickly. Due to the small scale, limited access and strong pertinence of SPOC, it has obvious advantages to implement the online and offline mixed teaching mode of college English based on SPOC in college English teaching. This paper mainly studies the research and analysis of English online courses based on the hybrid real-time synchronization algorithm. This paper combines OFDM synchronization algorithm with SPOC hybrid algorithm teaching to analyze and study it. According to the research, the influence of English online teaching course is very great, and the effect is more obvious than that of traditional teaching.

Developing College Students’ Entrepreneurial Competences: Designing Project-Based Learning Entrepreneurship Foundational Course in Chinese Universities

This study introduces the design process of a Project-Based Learning (PBL) entrepreneurship foundational course for Chinese universities. To address deficiencies in the current entrepreneurship foundational courses in Chinese universities and to enhance the overall entrepreneurial competence of college students, project-based learning has integrated into the entrepreneurship foundation course. Based on the project-based learning framework proposed by Han and Bhattacharya (2001), a project-based learning entrepreneurship foundational course has been developed for Chinese universities by utilising expert panels. Once the course design was completed, a semester-long project-based learning entrepreneurship foundational course was implemented. We measured the effectiveness of the course through student feedback. The course objectives were to develop student opportunity competence, business management competence, and interpersonal competence in entrepreneurship. This paper presents the course outline, teaching unit design, and teaching activity design. In addition, this study explored the relevant factors that should be considered in the development of any project-based learning entrepreneurship foundational course. This study developed the entrepreneurial competence of college students through the design of a project-based learning entrepreneurship foundational course and implemented a one-semester course in a university in China. The results of this study can serve as a guide for universities who wish to implement project-based learning entrepreneurship foundational courses, which can help improve the entrepreneurial competence of college students.

HOW DOES THE FLIPPED CLASSROOM MODEL AFFECT STUDENTS' MOTIVATION, PERFORMANCE AND ATTITUDE?

The flipped classroom model, a type of blended learning, has become a promising model for building flexible and effective learning environments in higher education. Much of the experimental research on blended learning defines a treatment as an independent variable and compares it with a control group to explore a significant difference. However, this research used two treatment groups consisting of a multimedia-enhanced flipped classroom model and a technology supported face-to-face (f2f) classroom model instead of using only a control group. This study aims to investigate the effects of two models on students’ instructional material motivation, performance, and attitude toward the subject. We employed a repeated measures design with two models and qualitative methods. A total of 26 university students in two groups participated in the study for four weeks. The results indicated that the instructional material motivation score for the multimedia-enhanced flipped classroom model group was significantly higher than the other group. Moreover, the descriptive results showed an increase in learning performance and attitude score for the multimedia-enhanced flipped classroom group but did not reveal a significant difference in favor of it. The results indicated that the multimedia-enhanced flipped classroom model significantly improved the instructional material motivation of higher education students. Various teaching strategies and interactive animations in this model could help students learn more effectively. In sum, this study provides guidance to help researchers who are designing teaching activities and interactive resources for flipped classroom model.

The Construction and Application of Smart Classrooms in China: A Literature Review Based on 93 Studies

The smart classroom, as a product of advances in information technology, has garnered wide attention in academia in recent years. Using the method of literature review, this article delves into the construction and application of smart classrooms in China on the basis of 93 prior studies retrieved from the database of the China National Knowledge Infrastructure. Research results show that there is a lack of uniform evaluation criteria for the construction of smart classrooms despite the prominent advancements in their systems and facilities, and that in the dimension of applications, there has been growing interest in the alignment between smart classroom technologies and instructional needs but a dearth of research on teaching activity design for smart classroom instruction. Recommendations are also proposed based on the issues detected, with a view to contributing to the widespread deployment and ongoing optimization of smart classrooms.

Study on Interdisciplinary Thematic Learning of Senior High School English based on Core Literacy

With core literacy gradually becoming an important topic in the field of education, English teachers are also trying to practice and infiltrate core literacy into the design of teaching activities. Interdisciplinary is an educational activity that breaks the boundaries of disciplines and integrates theories or methods of different disciplines, which is helpful to the integration of subject knowledge. Starting from the significance and connotation of interdisciplinary thematic learning, this paper explores the application of interdisciplinary thematic learning in English courses and its help in cultivating core literacy. At the same time, this paper tries to give some suggestions on how to improve students' core literacy through interdisciplinary thematic learning, aiming at promoting students' core literacy to be better improved.

<span>Teaching 5<sup>th-</sup>graders Geometry and Measurement content towards developing creative thinking</span>

Developing students’ creative thinking is to incorporating creative-thinking characteristics into teaching activities. That means converting from psychological activities into educational activities. The article clarifies the concept and characteristics of creative thinking, expressions of creative thinking of 5th graders in learning Geometry and Measurement content, thereby proposing procedure of designing teaching activities related to this content towards developing 5th-graders’ creative thinking.

Exploring the changing modes of learning and teaching in campus-based curricula during and post- Covid-19

The rise in technology-rich learning environments is reflective of a global trend in higher education (HE), recently accelerated because of necessary digital teaching and assessment practices embraced during the Covid-19 pandemic. This qualitative study facilitated through focus groups and an interview explores the teaching and learning experiences of tertiary level students in the Covid-19 era. Data from 24 students based within a UK Higher Education Institution highlights how an expanded digital environment can optimise conditions for some students to independently practise and apply what they are learning at their own pace. Digitally enhanced opportunities to interact with teaching staff and learning resources also increased the options for these students to experience themselves as competent members of the HE community. This was particularly relevant for first-year students new to the processes and practices of tertiary education. In contrast, third year students with more experience of HE appeared less reliant on the provision of online learning resources. Participants also identified some potential problems associated with the enhanced flexibility of online teaching and learning resources in relation to students’ ability to be self-regulated. This paper rationalises the need for educators and educational and learning developers who teach and undertake scholarship in teaching and learning to consider the sociocultural context of the student and their learning environment when designing teaching activities and curricula. The data presented here highlight the need for a clearly defined framework to underpin the integration of digital technologies with on-campus activities.

Introducing Open Science in Teaching Health Economic Modelling.

Open Science is gaining ground in all research fields, including health economics and outcomes research (HEOR). However, teaching Open Science is still in its infancy. This paper describes the design, implementation and evaluation of a teaching activity focusing on introducing Open Science during a Master's course during which participants have to develop a discrete event simulation. The teaching activity was organised as a series of lectures introducing different aspects of the Open Science philosophy and practices, such as good software coding practices, version control systems and reproducible research. The participants' increase in Open Science knowledge was elicited through a survey before and after the teaching innovation. After the teaching innovation, participants' knowledge of Open Science increased and they reported an improvement in Open Science-related skills, such as using a script-based statistical software, identifying and re-using open data, and collaborative script development. During the evaluation at the end of the course, the course participants mentioned that the Open Science-related content was interesting but would fit better within a course in which broader research-related content is taught. Based on this feedback, we will most likely narrow the scope of the Open-Science-related content in this course to Open Source Modelling which may better fit the scope of the course. This paper contains links to the teaching activities we developed and other resources which may be used to design teaching activities on Open Science. Herewith, we hope to inspire other teachers in including Open Science into their teaching.

A Proposed Flipped Project-Based Flipped Classroom for Teaching in College Large Classes

The adoption of the flipped classroom in the lower grades of the university encounters several practical challenges within the context of the new engineering education objective. These challenges include the considerable student population, student reticence, and the facilitation of high-order cognitive skills. This study proposes a flipped project design mode and teaching activity design framework that addresses the practical challenges faced by the flipped classroom. Transforming the existing class discussion project into a student-led class project that possesses the capacity for generation, expansion, and exhibits a robust cross-disciplinary, creative, and dynamic nature. The enhancement of student involvement and participation can be greatly achieved through collaborative efforts between teachers and students. Four teaching interactions encompassing co-planning by the teacher and students, interaction between students within the group, interaction between students between groups and communication between the teacher and students are organically cross-integrated, resulting in the implementation of student-centered flipped classroom teaching through a dynamic competitive approach. The studies show that the flipped classroom approach, as implemented by the flipped project, helps actively engaged students develop high-order cognitive skills and improve learning efficiency. This educational strategy can motivate and inform passive learners to enhance refactoring skills, create a multi-dimensional knowledge tree system, and improve learning efficiency.

Does Air Exist in Vases? Mental Representations of Children 4-6 Years Old

Introduction. One of the prominent domains of research in the context of Early Childhood Science Education is the study of mental representations of 3-8 years old children about phenomena and concepts of science, as they are formed in school knowledge. Along this line, research has been conducted on various fields. Among them a small number of studies has turned to the concept of air. Basic mental representations of air indicate that young children do not recognize it as a material entity and are strongly influenced in their predictions by factors related to elements of experimental situations.
 Goal. The current research aims to explore the mental representations of 4-6 year old children about the existence of air in vases.
 Methods of the Research. The study was qualitative in nature and the sample was 41 children aged 4-6 years (26 children 4-5 years and 15 children 5-6 years). The research was conducted using semi-directed individual interviews. Children were asked, through 6 diverse tasks, to express their view regarding the existence of air in closed and open vases that were located in ‘closed’ or ‘open rooms’ as well as in the outdoor environment. Discussions were based on 6 digital pictures depicted in the tasks.
 The Results. Our findings showed that rather few responses were consistent with school knowledge. Among them, the fewest sufficient answers were in the tasks that dealt with closed vases. While the differences in responses between closed and open vases were not statistically significant, they were nevertheless systematically recorded. In addition, quite interestingly a substantial number of children regarded open window as an important factor in the existence of air in the vases. In general, children's answers were dominated by pre-logical explanations, instability in responses among different tasks as well as centrations regarding different parts of the pictures.
 Conclusions. In the current study became evident that the identification of children's difficulties regarding the existence of air in closed vases allows a series of rational choices at multiple levels: in the design of teaching activities, in the formulation of curricula, in the development of educational material and in teacher training. The need to extend the research to other areas related to the conceptualization of air was also highlighted.

A proposal for blended language learning project focuses on ESL learners

The evolving societal landscape and technological advancements have redefined educational demands, leading to notable improvements in teaching methodologies driven by continuous technological evolution. Blended learning, a widely embraced approach, transcends traditional educational boundaries, emphasizing the paramount role of student communication and interaction in an era of extended education beyond physical classrooms. Collaborative learning groups are increasingly integrated into blended teaching, with group formation as a pivotal element. This study draws upon cognitivism, collaborative learning, and social interdependence principles to address issues within group cooperative activities in blended teaching. It leverages the strengths of blended teaching and collaborative learning, designing instructional activities and conducting action research in practical teaching settings. The research methodology unfolds in phases: a literature review explores the current landscape of blended collaborative learning, providing insights into challenges; a theoretical exploration, grounded in educational theory, delves into the design of teaching activities within blended environments; the technical investigation combines collaborative grouping with machine learning to propose innovative grouping strategies; and the action research phase validates findings through specific instructional courses and research subjects.

A Study on Blended Teaching Practice of Translation Courses Based on Curriculum Ideology and Politics

From the three elements of education goal system, curriculum ideological and political framework, and teaching activity design, a hybrid teaching model for translation courses is constructed from the perspective of curriculum ideological and political education at the theoretical level. Taking "Culture and Translation" as an example, the practice and effectiveness of the hybrid teaching model are studied. Exploring the methods and implementation paths of ideological and political education in translation courses for English majors in universities, in order to provide useful reference for ideological and political education in foreign language teaching in universities.

A Comparative Study on the Design of Reading Teaching Activities for Novice and Experienced Primary School English Teachers: Based on the “View of English Learning Activities”

From the perspective of English learning activities, based on the three dimensions of the classification framework: learning and understanding activities, application and practice activities, transfer and innovation activities, this paper compares and analyzes the design of teaching activities in reading class between a novice teacher and an experienced teacher. Based on research results, this paper puts forward the following suggestions: 1. Teachers should pay attention to different types of activities and balance the proportion of different activities. 2. Teachers should focus on the use of transfer and innovation activities, and pay attention to the cultivation of students’ thinking quality. 3. Novice teachers should learn more from experienced teachers and attach importance to the connection and progression of activities.

Application Practice of Student-centered Participatory Hybrid Teaching Design in Basic Computer Courses

Various online platforms in various forms provide learners with rich and diverse knowledge resources. This article explores student-centered participatory teaching design and application practice. This article is based on the application of learning platform and Tencent Conference and other software in the teaching practice of basic computer courses, and constructs and implements the 4F dynamic guided reflection method based on the BOPPPS teaching model. Mixed teaching model, practical application of teaching activity design analyzes the student- centered participatory teaching model based on the BOPPPS teaching model combined with the 4F dynamic guidance and reflection method, which can not only achieve people-oriented and truly participatory teaching, but also touch students ' emotions. Subjective initiative, always use problem-oriented teaching methods to guide learners to explore, and cultivate students' active participatory learning teaching model design and application practice.

Digital Language Learning through Instructional design by using Tubequizard in EFL Classroom

Abstract. In today's information technology-integrated education, designing teaching activities for digital learning and flexibly using technology tools is the most important issue. The design of authentic materials and materials in English as a second or foreign language via Tubequizard's innovative web has a significant impact on language learners at the university level, according to this paper. Applying a mixed method, this study highlighted the undergraduate students’ perceptions of their experience with Tubequizard as ELT materials during COVID 19. By using purposive sampling, this study sample involved 71 students and five students for an online interview at the computer science faculty of Universitas Al Asyariah Mandar located at West Sulawesi, Indonesia. By conducting an online survey, the instruments of this study used a questionnaire and interviews. The findings of this study resulted in Tubequizard content being helpful to students to engage and motivate them in learning English, and their respondents strongly believe that Tubequizard is a technology innovation for lecturers in designing their teaching materials to be more interesting, easy to understand, Tubequizard materials according to the student’s needs, supported accelerate learning, suitable for all English skills, engage students in active and autonomous learning, expand students’ knowledge, meet positively students expectations in English class, encourage students to think creatively and critically, and suitable to give ideas for EFL classroom than the traditional model. Thus, it can be concluded that for teaching foreign languages, authentic and culturally appropriate materials are essential.Keywords: Digital language learning, developing materials, EFL, Technology and Tubequizard

Analysis and Evaluation of PEP Senior High School Textbooks New Senior English from the Perspective of Key Competencies

The status of textbooks is significant in English learning.Textbooks not only provide students with learning resources, but also help teachers design teaching activities. A variety of textbooks are published in the market. For this reason, textbooks evaluation becomes more crucial. This paper is about the analysis and evaluation of senior high school textbooks New Senior English published by People’s Education Press from the Perspective of key competencies. The evaluation of New Senior English is conducted according to the requirements of National English Curriculum Standards. After analyzing the New Senior English, it finds that the textbook has both advantages and disadvantages, so teachers should make adjustments based on the actual classroom situation, instead of repeating what the textbook says.

Research on automatic matching of online mathematics courses and design of teaching activities based on multiobjective optimization algorithm.

The teaching of the optimization algorithm is a new kind of swarm intelligence optimization technique, which is superior in optimizing many simple functions. Still, it is not evident in processing some complex problems (group and teaching classification). Achieving automatic matching and knowledge transfer in online courses is imperative in mathematics education. This study proposes a design scheme MTCBO-LR (multiobjective capability optimizer-logistic regression), based on multitask optimization, which enables precise knowledge transfer and data interaction among many educators. It incorporates the standard TLBO algorithm to optimize, provides a variety of learning tactics for students at different stages of mathematics instruction, and is capable of adaptively adjusting these strategies in response to actual teaching needs. Experimental results on various datasets reveal that the proposed method enhances searchability and group diversity in various optimization extremes and outperforms similar methods in resolving to multitask teaching problems.

Teaching Strategy of Higher Vocational Interior Design Based on “Internet Plus” Thinking

“Internet Plus” thinking has been widely adopted in the teaching of interior design in colleges and universities, and its application has significant implications that cannot be disregarded. “Internet Plus” thinking not only realizes the innovation of interior design teaching but also significantly improves the level and quality of teaching. Through an analysis of the advantages of “Internet Plus” education platform and the current situation of higher vocational interior design teaching, effective strategies for higher vocational interior design teaching based on “Internet Plus” thinking are proposed in this paper in hope that this study will contribute to the efficient development of interior design teaching activities.