Kind Of Teaching Method Research Articles

Application of group teaching mode combined with case seminar on 'Nursing pedagogy’

Objective To investigate the application and analyse the effect of group teaching combined with case seminar on the curriculum of 'Nursing pedagogy’. Methods From October 2014, we selected the nursing undergraduates, who studied 4 years length bachelor degree or were vocational student studied for bachelor degree, used the group teaching combined with case seminar on the curriculum of 'Nursing pedagogy’. And the questionnaire were used to summarize feedback for teaching results. Results The survey showed that more than 85% students believed they had a good group of learning attitude, kept a good interaction between team member, looked for information carefully, grasped the basic teaching content and achieved the expected teaching objectives; 94.1% students thought the group teaching made friendship improved between each others; 91.6% students recognized they had good performance in the group discussion; 90.8% students considered that they were satisfied with this kind of teaching method. Conclusions The application of group teaching for 'Nursing pedagogy’ has a strong feasibility. It improves students′ ability of comprehensive language expression, sense of team cooperation and autonomous learning ability and so on, and the teaching effects are satisfying. Key words: Education, nursing; Group teaching; Case seminar; Reflective pedagogical thinking

The Role of Tutorials for ESL Students——New Zealand Perspectives

It is generally known that lectures, as an important teaching form, are widely used in universities all over the world. However, after doing a review of research, Brown (1989, p.458) concluded that this teaching method should also be augmented by other forms of teaching” (cited in Sweeney, O’Donoghue & Whitehead, 2003, p.313,). Thus it is quite necessary to review some other kinds of teaching forms in universities. Tutorial works, which are adopted as a commonplace in New Zealand universities, are very useful elements in helping students better understand lectures and this kind of teaching method exerts a significant role for study in universities of New Zealand. It is just like some people say “Tutoring is an important component in undergraduate education (Encyclopedia of Education, 2003, p.313, cited in Sweeney, O’Donoghue & Whitehead). Since there are various kinds of activities that are often adopted in tutorial works in New Zealand universities, it is necessary to analyze these activities to see the characteristics and the requirements that are needed in tutorial works. This report will review the feature of some main activities that are often used in tutorial works and investigate the skills that are required in such activities from different perspectives. The difficulties for ESL (English as a second language) students in tutorials are also put forward with an investigation about the reason of this problem. Furthermore, some recommendations from my personal point of view will be put forward in order to help those students who want to do graduate study in New Zealand.

The Exploration in Classroom Teaching Methods on “Pharmacy Administration”

Pharmacy Administration is a curriculum with the social scientific properties.It needs to master the pharmacy management knowledge by using the socialresearch and many kinds of teaching methods or means flexibly. The purpose isto improve the students’ abilities of using the pharmacy management knowledgeto analyze and solve problems, and to achieve the best teaching results.

APPLYING KNOW – WANT – LEARN (KWL) STRATEGY ON TEACHING READING COMPREHENSION

<p>Over the last few decades, many instructors have been trying all kinds of teaching methods, but without benefit. Nevertheless, in the 1986, a new technique is appeared which called K-W-L technique. It is specified for reading comprehension passages because reading skill is not easy matter for students. Therefore, the K-W-L technique is a good one for thinking and experiences. The outcomes of present research appeared that K-W-L enables the students to activate their prior knowledge and operate their thinking.</p>

Entrepreneurship Education in Health Care Education

This study describes the content of entrepreneurship education in health care education and the kinds of teaching methods that are used when teaching about entrepreneurship. Health care entrepreneurship has increased in many countries in recent decades and there is evidence that entrepreneurs have also a role in public health care. Therefore the health care professionals need to be educated to have the entrepreneurial skills. Education in the field of health care is still based on traditional forms of teaching and does not give enough attention to the issue of becoming an entrepreneur. The data was collected from teachers(n=111)via e-mail from six Finnish polytechnics. The data were analysed statistically and the open-ended questions were analysed via content analysis. Approximately 23% of the teachers had taught about entrepreneurship. The most popular teaching methods were company visits and cases, lecturing, and project work. The courses dealt with establishing a company, entrepreneurship in general, and marketing. Nearly all of the teachers had cooperated with the entrepreneurs or with the companies in question. Approximately 33% of the teachers took entrepreneurship into consideration often in other courses related to entrepreneurship.

The Research on the Teaching Model of Operations Research

Operations research courses teaching process often prone teaching purposes is not clear enough, is not quite appropriate choice of teaching content, teaching methods are not flexible enough, and less use of the computer and the network means, not suited with modern management. Departure from operations research teaching characteristics for students the logistics thinking skills, practical application ability and practical ability to cultivate and improve the use of Case Method, interesting teaching methods, computer "partner" pedagogy of these three kinds of teaching methods and classroom questions Lesson assignments, to adapt arrangements quiz three teaching control means. Will overcome the problems and shortcomings of operations research teaching process, for management class operations research teaching reform ideas..

How does pupils’ emotional coping develop within learning situations during primary school years?

Emotional coping is an emotional-based psychological process that contributes to achieving the goal of emotional regulation. As such, the development of emotional coping can be understood as an individual’s inner coping process which consists of various elements. This article describes the development of children’s emotional coping and the teaching methods that enhance it in the school class. A range of interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their development and teaching were observed and the pupils’ self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. The aim of the research was to study 1) how primary school pupils’ emotional coping develops and 2) with what kind of teaching methods their emotional coping could be enhanced. Results showed that pupils’ individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Emotional coping skills are important for individuals’ success and wellbeing and the foundation for these skills can be laid already in the early years.

Class size and pedagogy

This paper examines and compares the perceptions of teachers of large and small infant classes in the north of England regarding the likely impact on classroom practice of changes in their current class size. Following an introduction which contextualises the empirical study, details of the research design are summarised. The findings are analysed in relation to the impact of class size on the quality of teaching and learning in the classroom. The number of pupils in the class affects both the quality and the kind of teaching methods used and current size of class does not usually influence the pattern of responses. The conclusion considers the findings in the light of recent research on classroom processes in early years' classrooms.

Teaching familynursing

This study looks at the teaching of familynursing in the broader context of nursing education. The aim was to find out how Finnish teachers in nursing colleges define the concept of family, what sort of theoretical premises lie behind their teaching, and what kind of teaching methods they use. Teachers' information needs, as well as the use of knowledge concerning family nursing, were also explored. The data were collected from a total of 134 teachers in 42 nursing colleges. The results are presented in the form of descriptive frequencies, percentage distributions and cross-tabulations. According to the results the teachers took a fairly broad-minded approach to defining the family, going well beyond the notion of a traditional nuclear family. Almost all teachers also drew attention to the principle of family-orientation in nursing. On the other hand, the notion of family nursing was not very familiar to the respondents. About half of them associated the family with the metaparadigmatic concepts of individual or environment. The teachers said they used various different methods to teach their students how to work with families. However, almost one-third reported that they rarely ever provided instruction in the skills needed in family interviews. Only a small minority felt that they had the necessary theoretical competence to deal with the issue and to provide adequate training. Most of the material they used in teaching consisted of textbooks, whereas research data were used very sparingly.