Interactive Teaching Model Research Articles

Research and Practice of Interactive Teaching Model in College English Classroom

Research and Practice of Interactive Teaching Model in College English Classroom

Feasibility Study on the Application of Interactive Teaching Model in TESOL under the Background of Universal Grammar and L2 Acquisition Model

The interactive teaching model is a new teaching methodology that is quite different from the traditional teaching model based on teacher's lectures and rote learning. It plays an important role in teaching English to non-native speakers of English, and more and more Teaching English to Speakers of Other Languages (TESOL) practitioners are trying to adopt this model in their teaching. This paper will analyse the specific role played by the interactive teaching mode in TESOL from a linguistic point of view, and study the feasibility of the application of this mode in English teaching under the framework of Chomsky's Universal Grammar and Krashen's theory of second language acquisition. The teaching model will be analysed through the research methodology of literature study within the theoretical framework of universal grammar, input hypothesis, affective filter hypothesis and monitoring model. Through the study, this paper concludes that the interactive teaching model is in line with linguistic findings such as Universal Grammar and L2 Acquisition Theory, and its application in TESOL is highly feasible.

Review of Interactive Teaching Methods of Music in Junior Middle Schools

At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting, opening up broader possibilities for cultivating students' comprehensive literacy. Based on the latest references, this article conducts an in-depth study of interactive teaching methods of music in junior high schools, providing a solid theoretical foundation for subsequent research.

Research on the Problems of Teaching Traditional Music Basic Theory in the Information Age

Abstract In the era of informationization, the inheritance and development of traditional music are facing challenges and opportunities. This study analyzes the problems faced by teaching the basic theory of traditional music and proposes a coping strategy for constructing an interactive teaching model and platform for informatization. In the interactive teaching model, P2P technology is used to design and construct the interactive behavior model and interest analysis module, and fuzzy theory is used to precisely set the key information weights. The informationized teaching platform is designed with AI technology, adopting the recommendation strategy of a hybrid recommendation model combined with collaborative filtering, using cosine similarity to calculate the content similarity, and combining with artificial intelligence technology to realize music teaching quality assessment. In the traditional music basic theory teaching practice, S High School is used as a practice site, and experimental and control classes are set up to conduct teaching. The experimental class perceived negative behaviors such as “harshness” and “dissatisfaction” as lower than the control class, and the pass rate and excellence rate of the post-test of traditional music basic theory reached 92.5% and 36.9%, respectively. The mean values of all other music core literacy dimensions except for knowledge of opera and general knowledge of musical instruments were higher than those of the control class, showing significant differences (P<0.05).

Implementation of Multidimensional Interactive Teaching Model in College English Teaching

Implementation of Multidimensional Interactive Teaching Model in College English Teaching

An Exploration of Online Interactive Teaching Mode of Vocational Undergraduate Business English Based on Deep Learning Networks

Abstract English teaching is highly dependent on interactive communication, and for a long time, interactive teaching methods and tools have often had difficulty fully showing their advantages in the classroom due to subjective and objective conditions. In this study, based on self-coding networks, KL entropy is introduced for sparse limitation. Then, an adaptive gradient method with dynamic momentum and an essential learning rate is used to optimize the deep self-coding network. At the same time, an online interactive teaching model of vocational undergraduate business English is constructed from the aspects of pre-course preparation, platform selection, and in-class content, and teaching practice is carried out to explore the effect of the model. The results show that the significant difference between the posttest English scores of the experimental class and the control class in University Z is 0.000<0.05, and the mean value of the English scores of the experimental class is slightly higher than the mean value of the English scores of the control class. This study is based on Adamdyn’s online interactive teaching model, which is effective in teaching vocational undergraduate business English.

Mobile Interactive Teaching Model of College Ideological and Political Courses in Guangxi

Mobile Interactive Teaching Model of College Ideological and Political Courses in Guangxi

The Construction of Online Interactive Teaching Mode of Cross-border E-commerce English in Colleges and Universities under the Background of Internet

Abstract In this paper, we first constructed an online interactive English teaching model through the interaction hierarchy tower model and adopted a data-driven social cognitive network analysis approach to explore the evolutionary dynamics of cross-border e-commerce English learning communities in higher education and their potential correlation with the development of participants’ interaction patterns. Then, the online synchronous and asynchronous interaction patterns of learners are compared and integrated by extracting the characteristics of online interactive teaching learners. Finally, an instructional design for an online English for Cross-border E-commerce course was used to explore the differences and associations between online interactive teaching modes. The results show that in the teaching experiment, students have 39 nodes in the synchronous interaction network (SMN) and 34 nodes in the asynchronous interaction network (UMN), and the degree centrality and eigenvector centrality Rank=4.07 and 3.15 of the SMN are also significantly higher than those of the three interaction networks. The SMN interaction model is found to be the most efficient in the online interaction teaching process. This study helps to improve the dynamic regulation and precise guidance of the online learning process for cross-border e-commerce English, which ultimately enhances the quality of online teaching.

An Online Interactive Model of University English Based on Comprehensive Evaluation Models

Abstract This paper combines the theory of multiple interactive teaching modes in the process of college English online teaching and constructs an interactive model of English online teaching from three dimensions: teacher-student interaction, student-student interaction, and human-computer interaction. Secondly, the learner portrait structure in the E-GPPE-C model was designed from the three dimensions of basic characteristics, behaviors, and outcomes. According to the planned group learning path, an improved convolutional neural network (CNN) is used to generate a personalized learning path. To divide the learning community, the group of learners is clustered using the mean clustering algorithm. Finally, three rounds of teaching practice were conducted to verify the effectiveness of this interactive teaching model. The results show that the ratio of verbal interaction between teachers and students after the use of the strategy of constructing learner profiles increased to 0.9 compared with the previous 0.1. The correlation coefficient between personalized learning and learning self-regulation is 0.682, and significant correlations all present a significant correlation at the 0.01 level. This paper provides lessons and references for further research and development of smart interactive instructional design in colleges and universities.

Impact of interactive teaching models in tourism management degree on measures of student depression

BackgroundThe prevalence and impact of depression among college students have become an important issue requiring innovative interventions. To address this challenge, this paper proposes an interactive teaching model for tourism management degrees as a strategy to alleviate depression among students. This interactive teaching model provides an active, engaging and meaningful learning experience. This model aims to help students reduce symptoms of depression through the design and implementation of the Tourism Management degree programmer.Subjects and MethodsThe non-randomized controlled study involved students enrolled in Tourism Management courses, selected based on the criteria of demonstrated depressive symptoms. Depression levels were measured using the Stanford Acute Stress Response Questionnaire (SASRQ) and the 3-min Confusion Assessment Scale (3D-CAM). The acquired data were analyzed using the SPSS 23.0 statistical package.ResultsStudents exposed to the interactive teaching mode showed a significant decrease in SASRQ and 3D-CAM scores, and there was a significant difference in score changes compared to students who received the traditional teaching mode (P<0.05). It is worth noting that the interactive teaching group has a higher level of classroom participation and subjective well-being.ConclusionsThe use of interactive teaching models in Tourism Management courses demonstrates promising effectiveness in alleviating student depression. This innovative approach could be vital for mental health promotion in universities, potentially transforming educational pedagogy.

The intervention effect of marketing interactive teaching model on student depression

BackgroundWith the increase of academic pressure, depression has gradually become one of the most important diseases in students, affecting students’ learning, life and physical health. As an innovative educational method, interactive teaching model of marketing has the potential to stimulate students’ interest and enhance their enthusiasm for learning, and can become an auxiliary means to relieve students’ depressive symptoms.Subjects and Methods300 college students were selected as the research subjects, and were divided into the control group and the experimental group according to 150 people in each group. The control group was treated with traditional drug therapy, and the experimental group was treated with marketing interactive teaching model, emphasizing students’ interaction and practice. Hamilton Depression Scale (HAMD) and self-rating Depression Scale (SDS) were used to evaluate the depression status of students.Results The results showed that the Hamilton Depression Scale score of the experimental group was significantly lower than that of the control group (P< 0.05), and the difference was statistically significant. The self-rating depression scale score of the experimental group decreased by 9.1 points on average, and that of the control group decreased by 4.6 points. Statistical analysis showed that the improvement of depressive symptoms in the experimental group was significantly higher than that in the control group (P< 0.001).ConclusionsThe results showed that the interactive teaching model of marketing had a positive effect on the treatment of depression, and could significantly reduce the symptoms of depression and anxiety of students.AcknowledgementThe research of higher vocational education teaching reform in Jiangsu City Vocational College is based on the research of the teaching mode of “learning, doing, thinking, innovation” which integrates science and practice—Building a new Teaching Model of Marketing (11-YB-02).

Enhancing learning effect for students with bipolar depression through the interactive English translation teaching model

BackgroundBipolar depression students may face various challenges during the learning process, such as emotional fluctuations and lack of concentration. Traditional teaching models may not achieve ideal results in response to the special needs of such students. Given this, the study aims to explore whether the interactive English translation teaching model can bring better learning experiences and effects to students with bipolar depression. Through an in-depth analysis of the characteristics of this teaching model, combined with the characteristics of students with bipolar depression, the study aims to provide educators with new strategies and methods.Subjects and MethodsThe study selected 120 students with bipolar depression as the research subjects and randomly divided them into an experimental group and a control group. The experimental group students were taught using interactive English translation teaching mode, while the control group students were taught using traditional teaching mode. The study used the Bipolar Depression Rating Scale (BDRS) to evaluate the intervention of students with bipolar depression.ResultsBefore the experiment, there was no significant difference in bipolar depression scores between the two groups of students (P>0.05); After the experiment, the bipolar depression symptoms of the experimental group students were significantly improved and significantly lower than those of the control group students (P<0.05).ConclusionsThe interactive English translation teaching model shows promise in alleviating symptoms of bipolar depression among students. Furthermore, this model positively impacts both their learning experience and mental well-being.AcknowledgementResearch Project on Teaching Reform of Chongqing Vocational Education, No. GZ223267.

Interactive teaching mode in college English on students’ social phobia

BackgroundSocial phobia is a common psychological disorder, particularly common among college students. College English, as a compulsory course, provides an opportunity for implementing an interactive teaching model. By implementing an interactive teaching model, students can more actively participate in classroom discussions, group activities, and role-playing, thereby enhancing their social skills and confidence.Subjects and MethodsThis study selected English teachers and 86 students from a university as the research subjects. By comparing the differences in students’ social fear levels between traditional and interactive teaching modes, the traditional teaching group usually adopts traditional face-to-face teaching methods for learning. The interactive teaching group adopts a more interactive and participatory teaching approach, using methods such as classroom discussions, group activities, experiments, and applications. This study used SPSS23.0 statistical software to analyze the data.ResultsIn the experiment, the scores of social phobia patients in the traditional teaching group showed a decreasing trend on the Self Rating Anxiety Scale, from 58.64 points to 34.16 points; The score of the interactive teaching changed from 60.24 points to 52.77 points. By comparing the scores of the interactive teaching group and the traditional teaching group, the interactive teaching mode of college English can improve communication skills of patients with social phobia.ConclusionsThe study adopted an interactive teaching model in college English teaching, and found that the symptoms of social phobia among college students were alleviated to some extent, which had a positive impact on their mental health.AcknowledgementChongqing Federation of Social Sciences (No. 2022WYZX32).

Effect of Learning Management Using Interactive Teaching Mode on Students’ Learning Achievement and Creative Ability of Chinese Contemporary Oil Painting

Background and Aim: The societal and economic growth, demand for cultural arts rises. Art education, seen as human heritage, fosters personal growth and creativity. Traditional teaching is teacher-centered, limiting student innovation amid globalized challenges. Oil painting education faces traditional constraints. Research explores interactive teaching's impact on Chinese oil painting students’ learning achievement and creative ability. To enhance oil painting education, innovative methods meet student needs, elevating outcomes. Interactive teaching betters oil painting education, boosting results, creativity, participation, and communication. It improves traditional methods, fostering proactive learning, and creativity, and offering suggestions for better meeting oil painting students' needs. Materials and Methods: To assess students’ learning achievement, researchers compared exam scores before and after tests. To evaluate creative ability, an observation record sheet documented students' performance in four aspects, with scores converted to student percentage scores. A benchmark of 70% was set for high-level creative ability, and data was collected accordingly. Through comparative analysis, this study explores students’ learning achievement and creative ability under interactive teaching methods. Results: From the study, it was found that: 1) Pre-interaction teaching, students averaged 14.18 in oil painting performance. After interactive teaching, scores significantly rose to 27.20 (t=125.004*, p=0.01); 2) Following the adoption of the interactive teaching model, the average score for students' oil painting creations was 85.40, with a standard deviation of 7.168. This score exceeded the benchmark of 70% for high-level creativity (with a maximum score of 100). Conclusion: Interactive teaching significantly enhances the student’s learning achievement and creative ability in contemporary Chinese oil painting students. It ignites interest, fosters teacher-student and peer interactions, and deepens mastery of oil painting knowledge and skills. The results underscore the positive impact of interactive teaching on oil painting education, providing strong support for educators. Under this approach, students' oil painting creativity notably improves, offering more opportunities for free expression, feedback, and guidance from teachers and peers.

The construction of a mathematical model for college English interactive distance teaching

Abstract To make up for the shortcomings of the traditional teaching mode, such as teacher-centered, less interaction, limited output, and inability to meet students’ personalized learning needs, the author proposes a mathematical model for college English interactive distance teaching. Based on the social culture theory and the interactive theory of distance teaching, and based on analyzing the education and teaching functions of WeChat, this paper constructs an interactive college English mixed teaching model based on WeChat and conducts teaching practice research on this model. The model emphasizes learner-centered, creates an interactive learning environment for language acquisition, and reasonably allocates learning activities and learning processes. The experimental research shows that 95.79% of the students believe that the mixed teaching mode of college English based on the WeChat platform is conducive to their English learning and that this mixed teaching mode can improve their English teaching motivation, and 94.94% of the students say that the mixed English mode is satisfactory. Conclusion: The practice has proved that the mathematical model for college English interactive distance teaching can make up for the shortcomings of the traditional teaching model, such as teacher-centered, less interaction, limited output, and unable to meet students’ personalized learning needs.

The application of multiple regression model in interactive English classroom teaching

Abstract To verify the effect of the interactive teaching model in English teaching, the author proposes the application of the multiple regression model in the interactive teaching of English classrooms. Authors, by collecting data on each relevant factor, a multiple regression system with regression simulation computing capability was designed and implemented, and the model was solved and analyzed based on Matlab software. Experimental results show that: According to the multiple regression model, the average grade is 1.3732, which shows that the interactive teaching effect is obvious. Conclusion: The application of the multiple regression model in English classroom interactive teaching is of great significance to the reform of college English teaching.

Hybrid Model Teaching in the Postepidemic Period: From Nucleic Acid to Antigen for the Fluorescence Analysis of SARS-CoV-2.

Owing to the global spread of the coronavirus disease 2019 (COVID-19), education has shifted to distance online learning, whereas some face-to-face courses have been resumed with the improvement of the outbreak prevention and management situation, including a laboratory course for senior undergraduate students in chemical biology. Here, we present an innovative chemical biology experiment covering COVID-19 topics, which was created for third-year undergraduates. The basic principles of two nucleic-acid- and antigen-based diagnostic techniques for SARS-CoV-2 are demonstrated in detail. These experiments are designed to provide students with comprehensive knowledge of COVID-19 and related diagnoses in daily life. Crucially, the biosafety of this experimental manipulation was ensured by using artificial nucleic acids and recombinant protein. Furthermore, an interactive hybrid online-facing teaching model was designed to cover the key mechanism regarding PCR and serological tests of COVID-19. Finally, a satisfactory evaluation was obtained through a questionnaire, and simultaneously, reasonable improvements to the course design were suggested. The proposed curriculum provides all the necessary information for other instructors to create new courses supported by research.

Interactive Teaching Model in the Comprehensive Japanese Class—Case Study of the Practical Teaching of Causative and Obliged Forms in Japanese Verbs

Interactive Teaching Model in the Comprehensive Japanese Class—Case Study of the Practical Teaching of Causative and Obliged Forms in Japanese Verbs

Utilization, Effectiveness and Challenges of EFL Online Teaching in China during Covid-19

The COVID-19 pandemic has prompted a global shift to online education, including English as a Foreign Language (EFL) courses in Chinese higher education. However, strategies to improve EFL online teaching in China are unexplored. This dissertation investigates the use, effectiveness, and challenges of EFL online courses in China during the pandemic. A descriptive correlational method was used to study the relationship among three variables, with data collected from 383 college English teachers in China. The results showed that EFL teachers are generally skilled at using online courses and find online EFL teaching effective. The main challenges identified were technological issues and reduced interaction. Age and teaching experience significantly impact online teaching utilization, effectiveness, and the ability to overcome these challenges. The study found a positive correlation between the extent of online teaching use and its effectiveness, and a negative correlation between use and challenges faced. As online teaching is used more and its effectiveness is increased, fewer challenges are faced. The dissertation suggests an interactive EFL online teaching model to optimize effectiveness and minimize challenges, offering a guide for delivering highly interactive and effective EFL online courses.

The Construction and Practice of Interactive Teaching Model in College English Classroom

The Construction and Practice of Interactive Teaching Model in College English Classroom