Effective Classroom Teaching Research Articles

Research on Measures to Improve Students’ Learning Effectiveness by Improving the Classroom Teaching Model

The importance of an effective classroom teaching model in enhancing students’ learning does not need to be overemphasized. With the development of society and the evolution of educational needs, the demand for innovative teaching strategies to meet different learning needs is also constantly developing. This article discusses various classroom teaching models, including traditional, flipped classroom, and project-based learning, and studies their advantages and disadvantages. By summarizing past literature, the study identifies the gaps in the current teaching model and puts forward strategies to solve these shortcomings. The research results show that although there is no single model that is universally valid, a hybrid method combining different models may improve learning outcomes. The government needs to formulate policies to emphasize the importance of teaching, schools need to provide a platform for teachers’ communication and students’ practice, and teachers also need to use scientific and technological tools to attract students’ attention in the classroom.

Expert and Novice Teachers’ Cognitive Neural Differences in Understanding Students’ Classroom Action Intentions

Objectives: Teachers’ intention understanding ability reflects their professional insight, which is the basis for effective classroom teaching activities. However, the cognitive process and brain mechanism of how teachers understand students’ action intention in class are still unclear. Methods: This study used event-related potential (ERP) technology to explore the cognitive neural differences in intention understanding ability among teachers with different levels of knowledge and experience. The experiment used the comic strips paradigm to examine the ability of expert and novice teachers to understand students’ normative and non-normative classroom actions under different text prompts (“how” and “why”). Results: The results revealed that in the late time window, expert teachers induced larger P300 and LPC amplitudes when they understood students’ classroom action intentions, while the N250 amplitudes induced by novice teachers in the early time window were significantly larger. In addition, for both types of teachers, when understanding the intentions behind students’ normative actions, the N250 amplitude was the most significant, while the P300 and LPC amplitudes were more significant for non-normative actions. Conclusions: This study found that teachers at varying professional development stages had different time processing processes in intention understanding ability, which supported teachers’ brain electrophysiological activities related to social ability.

The Application Practice of Online and Offline Blended Teaching Mode in Colleges

With the ongoing reform in education and teaching, college instructors are increasingly focused on improving classroom teaching efficiency and effectiveness. In the era of rapid Internet development, the online and offline blended teaching method has garnered widespread attention. This approach leverages the complementary strengths of both online and offline teaching. When applied to the teaching of complex systems and complex networks, it can effectively address the limitations of traditional offline classrooms, helping students grasp abstract concepts more quickly, deepen their theoretical understanding, and enhance classroom efficiency. This paper primarily discusses the concept of blended teaching, its significance, and its value, while exploring practical application strategies for this method. It aims to serve as a reference for relevant educators.

Research on the Application of New Media Technology in College Physics Teaching

Physics is a basic subject with a high degree of abstraction, and it is an indispensable and important course for science and engineering majors in universities. College physics teaching is mainly concentrated in the classroom, yet, in the limited teaching time, students find it difficult to fully understand the relevant teaching content, which not only affects their follow-up study but also greatly hits the student’s confidence in physics learning, thus, college physics teaching reform is imperative. This paper will briefly explain the relevant concepts of new media technology, then analyze the advantages of its application in college physics teaching, and finally explore the application strategies of new media technology in college physics teaching. This aims to improve the effect and quality of classroom teaching, improve students’ physics learning ability and level, and enhance the core literacy of disciplines by integrating new media technology into college physics teaching, as well as to lay a solid foundation for the study of professional knowledge.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

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.

Research on the Application of PBL + SPOC Blended Teaching Model in Probability and Statistics Course

To cultivate talents with an exploratory spirit and practical skills in the era of information technology, it is imperative to reform teaching methods and approaches. In the teaching process of the Probability and Statistics course, an application-oriented blended teaching model combining problem-based learning and small private online course was explored. By organizing and implementing online and offline teaching activities based on problem-based learning, a multidimensional process-oriented learning assessment system was established. Practice has shown that this model can effectively enhance classroom teaching effectiveness, benefiting the improvement of students’ overall skills and mathematical literacy.

Effective Teaching in the Beginner Teachers Class of International Chinese

International novice Chinese teachers are faced with the problem of improving the efficiency of Chinese teaching and satisfying the efficient learning of Chinese learners. Therefore, this paper guides international Chinese teachers based on Babanski s pedagogical concept of teaching process optimization. In the process of international Chinese teaching, we should optimize international Chinese teaching and realize the effectiveness of classroom teaching. The factors affecting effective teaching, the realization of effective teaching paths and the significance of improving effective classroom teaching are expounded. It provides reference for the effective teaching of international Chinese teachers.

Analysis of the Causes and Countermeasures of Classroom Silence Phenomenon among Students in Contemporary Chinese Colleges and Universities

The college classroom is an important field for talent cultivation and student development in colleges and universities. However, in actual teaching, only a relatively small number of Chinese college students are able to actively participate in classroom activities and speak positively. Most students often choose to remain silent in response to teachers' questions. Classroom silence is generally categorized into negative silence and positive silence. Negative silence has become a major obstacle to improving the efficiency of classroom teaching, which to some extent affects the effectiveness and function of classroom teaching. By analyzing classroom silence, a common phenomenon in Chinese university classrooms, and analyzing the phenomenon of classroom silence and its causes from the perspectives of teachers' teaching and students' learning, we can better understand the characteristics of college students' classroom participation, reveal the deficiencies of teachers' classroom teaching, further propose strategies to improve classroom teaching and reduce the phenomenon of negative silence in college classrooms, and improve the effectiveness of college classroom teaching.

How to Realize Effective Teaching in Teaching Chinese as a Foreign Language with Heuristic Teaching Ideas

How to make Chinese teaching more efficient and effective, so as to meet the needs of the increasing number of Chinese learners, is an urgent issue in the field of teaching Chinese as a foreign language. The idea of heuristic teaching has been widely used in the teaching of various subjects from Confucius to today, and the student-centered teaching point of view is more and more adapted to modern education. The application of heuristic teaching ideas in teaching Chinese as a foreign language can not only improve the classroom teaching effect, but also enhance the learning efficiency of students to achieve effective teaching. Starting from the idea of heuristic teaching, this paper discusses how to realize effective teaching in Chinese as a foreign language classroom. It is of reference significance to improve the teaching effect of Chinese as a foreign language and realize effective teaching.

An Inverted Classroom in Teaching Practical Skills of Children

The “inverted classroom” technique is becoming increasingly popular in medical education. The study examines the use of an inverted classroom in teaching practical skills of children in medical students of the 3rd and 7th courses of study. The results show that teaching with the "inverted classroom" approach of teaching with the help of educational materials provided by the teacher for self-preparation of students before the start of practical training can improve the effectiveness of classroom teaching.

How to Improve the Effectiveness of Chinese Classroom Teaching

Classroom teaching is the most important link of international Chinese teachers. The choice of teaching strategies and the arrangement of teaching design will directly affect the effectiveness of the whole classroom teaching. Effective teaching strategies can not only help students to master Chinese knowledge efficiently, but also build teaching confidence for junior international Chinese teachers, and promote them to continuously explore and improve teaching methods in the subsequent teaching process, so as to gradually grow into senior Chinese teachers and make contributions to the development of International Chinese Language Education. This paper refers to the relevant books and literature, combined with the author's professional course learning experience, through the analysis of the factors affecting the effectiveness of Chinese classroom teaching, and puts forward the corresponding teaching suggestions and strategies, so as to ensure the implementation of effective teaching.

Avoiding “random acts of guidance”: Strategies for middle grades school counselors that lead to lasting learning

In a successful middle school, school counselors support young adolescents’ academic progress and personal wellbeing through a variety of methods. Classroom instruction, or classroom guidance, offers one method of providing such support and features the benefit of allowing middle grades school counselors to reach all students in their schools. However, school counselors often face challenges in designing effective classroom instruction that causes deep, long-term learning and allows students to apply new concepts or skills to their own lives. To achieve lasting learning of key mindsets and behaviors, school counselors’ lesson planning must be rooted in the science of how people learn. This article presents four research-based “laws of learning” that will help middle level school counselors avoid creating classroom instruction lessons with unintended barriers to learning in the form of strategies that contradict learning science.

Exploring the Design Strategy of English Reading Class Based on “Question Chain”

In high school English reading teaching, teachers use questions to build scaffolding for students. Students read, think and self-assess with the help of questions. Therefore, the effectiveness of teacher question design plays an important role in improving students' English language core accomplishment. Teaching activities must be carried out in the form of questions. The quality of questions raised in the teaching process can help students clarify their thinking and directly affect the effect of classroom teaching. "Question chain" is based on students' cognitive level, combined with teaching objectives, in the teaching process to design moderate difficulty, interlocking questions, to help students establish diversified learning habits and thinking. A chain of problems is a series of coherent, hierarchical, logical, integral, progressive and interlocking problems. Question chain design can ensure the effectiveness of questions, provide paths and guarantees for the development of students' thinking quality, and provide methods and motivation for the improvement of teachers' professional quality. This paper focuses on the connotation and design principles of question chain teaching, and discusses the design strategies and principles of English reading class based on question chain based on the background of middle school students' English reading class.

Combining the Curriculum Ideology and Politics Practice with Teaching Mode of OBE and BOPPPS: Taking Principle of Chemical Engineering as an Example

The teaching modes, including OBE (i.e., outcome-based education) and BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary), which, respectively, emphasizes the results orientation and the teaching effect, efficiency and benefit, and highlights the importance of participatory learning. Curriculum ideology and politics requires that ideological and political education should be organically integrated into the teaching of all courses. In this paper, we take the principle of chemical engineering as an example, and create a teaching mode of curriculum ideology and politics combining with OBE and BOPPPS. The practice shows that the teaching model can improve classroom-teaching effect and enhance the innovation ability of students, which provides a workable case for the hybrid teaching in the new age.

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.

Student Motivation Analysis Based on Raising-Hand Videos.

In current smart classroom research, numerous studies focus on recognizing hand-raising, but few analyze the movements to interpret students' intentions. This limitation hinders teachers from utilizing this information to enhance the effectiveness of smart classroom teaching. Assistive teaching methods, including robotic and artificial intelligence teaching, require smart classroom systems to both recognize and thoroughly analyze hand-raising movements. This detailed analysis enables systems to provide targeted guidance based on students' hand-raising behavior. This study proposes a morphology-based analysis method to innovatively convert students' skeleton key point data into several one-dimensional time series. By analyzing these time series, this method offers a more detailed analysis of student hand-raising behavior, addressing the limitations of deep learning methods that cannot compare classroom hand-raising enthusiasm or establish a detailed database of such behavior. This method primarily utilizes a neural network to obtain students' skeleton estimation results, which are then converted into time series of several variables using the morphology-based analysis method. The YOLOX and HrNet models were employed to obtain the skeleton estimation results; YOLOX is an object detection model, while HrNet is a skeleton estimation model. This method successfully recognizes hand-raising actions and provides a detailed analysis of their speed and amplitude, effectively supplementing the coarse recognition capabilities of neural networks. The effectiveness of this method has been validated through experiments.

Research on the Design of Blended Teaching of "Food Physical and Chemical Inspection" Course

The blended teaching mode is a cutting-edge teaching approach in current higher vocational education. Compared with traditional teaching methods, it has advantages such as rich teaching resources, intuitive teaching methods, no time and space constraints, and strong student classroom participation. These advantages effectively stimulate students' enthusiasm for learning and improve classroom teaching effectiveness. This paper takes the core course "Food Physical and Chemical Inspection" of the higher vocational food inspection and testing technology major as an example. Based on online classrooms and simulation training platforms, a complete blended teaching design case is designed, covering pre-class preparation, in-class tutoring, post-class summarization, and reflection evaluation. Practice has proven that the blended teaching mode of online and offline fully utilizes teaching time inside and outside the classroom, mobilizes students' enthusiasm and initiative, and achieves the expected teaching objectives.

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.

Web-Based E-Learning Application For Mathematics And Indonesian Language Subjects At Sman 4 South Tangerang Using Html And Php

This project develops a web-based e-learning application for Mathematics and Indonesian subjects at SMAN 4 South Tangerang, using HTML and PHP as the main platform. The main goal of this app is to provide interactive and easily accessible educational resources that enhance the learning and teaching process. The app is designed to meet the specific needs of students and teachers, enriching the learning experience through customizable content and interactive features. In this study, we analyzed the effectiveness of the app in terms of increasing student engagement and learning efficiency. The development method involves requirements analysis, system design, implementation, and testing. Usability and accessibility testing is carried out to ensure that the application can be used easily by all students, including those with special needs. The results of using the application show a significant increase in student learning motivation and academic performance, especially in Mathematics and Indonesian. Teachers also reported improvements in classroom management and teaching effectiveness. Despite this, the application still requires some improvements regarding scalability and data security. In conclusion, this e-learning application has been successful in facilitating a more dynamic and supportive learning environment at SMAN 4 South Tangerang. This project offers important insights into how technology can be leveraged to improve the quality of education.