Classroom Teaching Methods Research Articles

Exploration and Practice of Integrating the Spirit of the Great Northern Wilderness into the Training Process of Basic Medical Graduate Students

Postgraduate education in basic medical sciences is the primary pathway for cultivating advanced scientific research talents in China’s medical field. However, with the increasing demands of medical education, the limitations of traditional educational models have gradually emerged, somewhat restricting the formation of correct values among postgraduate students in basic medical sciences. The spirit of the Great Northern Wilderness, as a crucial component of the Chinese Communist Party’s spiritual lineage, has now become a significant ideological and political element in modern teaching. By incorporating the spirit of the Great Northern Wilderness as an ideological and political element, teachers are encouraged to foster the spirit of hard work, courageous exploration, overall consideration, and selfless dedication among postgraduate students in basic medical sciences through improvements in classroom teaching methods, specialized teaching content, and situational teaching experiences. By integrating the ideological and political elements of the Great Northern Wilderness spirit into talent cultivation goals, requirements, and curriculum system construction during the training of postgraduate students in basic medical sciences at Jiamusi University, the aim is to cultivate students who can carry the spirit of hard work and courageous exploration into their future workplaces.

Research on the application of cultural communication teaching in college English class

This study explores the application of cultural communication method in English classroom teaching, aiming at improving students' intercultural communication ability and English language skills. The cultural communication approach emphasizes the key role of culture in language learning and helps students better understand and use English by teaching cultural background, social etiquette and rules of language use. Through practical application of CIT, this study examines its effectiveness in English teaching and explores students' feedback. The results show that CIT can help improve students' cultural sensitivity and communicative competence, and also promote the improvement of English language skills.

The Implementation of a MOOC-Based Flipped Classroom Teaching Method in the Context of Oncology Radiotherapy Residency Training.

The objective of this study is to examine the efficacy of the flipped classroom blended teaching method in the context of massive open online courses (MOOCs) for implementing standardized training and teaching of residents in oncology radiotherapy. A total of 48 junior residents who received standardized training at the Oncology Radiology Department of Harbin Medical University Cancer Hospital between September 2021 and August 2023 were randomly divided into two groups-i.e., the research group (24 cases) and the control group (24 cases)-using the random number table method. The control group received conventional didactic training, whereas the research group participated in a blended learning approach based on the MOOC model. The assessment results, along with the evaluations of teaching effectiveness, self-learning ability, and teaching satisfaction questionnaires, were observed and compared for the two groups of students. Compared with the control group, the research group presented significantly higher scores on theoretical foundations, skill operation, and case analysis (P < 0.05). The research group also showed greater outcomes than the control group in terms of improved theoretical knowledge, problem-solving skills, self-learning ability, teamwork, and communication (P < 0.05). The students in the research group presented significantly higher scores on measures of self-motivation beliefs, task analysis, self-monitoring and adjustment, and self-evaluation than those in the control group (P < 0.05). The research group also demonstrated significantly higher levels of satisfaction than the control group in terms of improvements in learning interest and initiative, clinical thinking ability, problem-solving ability, team cooperation ability, and the level of radiotherapy target delineation (P < 0.05). The implementation of MOOC-based flipped classroom blended teaching was shown to have positive effects on the standardized training and teaching of residents in the field of oncology radiotherapy. This approach can undoubtedly enhance students' academic performance, problem-solving abilities, and self-learning aptitudes while effectively stimulating their learning interests and initiative. Therefore, MOOC-based flipped classroom blended teaching is a valuable candidate for clinical application and promotion.

Studying the Effectiveness of the Flipped Classroom Teaching Method for Promoting Education Students' Academic Performance and Learning Outcomes in Saudi Universities (A Comparative Study)

This study examines whether the flipped classroom teaching method effectively improves the academic performance and learning skills of education students in Saudi universities, unlike traditional lecture-based pedagogies. Guided by constructivist learning theory, the research employs an autoethnographic methodology based on the experiences of the author as a student and educator in Saudi Arabia and Australia. This study examines how flipped classrooms integrate technology, student autonomy, responsibility for learning, engagement, and satisfaction. therefore, the flipped classroom is an educational approach that delivers theoretical content to students via videos or online learning materials to be studied at home. In classroom sessions, it focuses on practical activities, discussions, and problem solving, which enhances understanding and practical application of concepts, and increases student engagement. Results from this study indicated positive effects on the student's academic achievements and involving them in more interactive learning. This study suggests that adopting the flipped classroom method could result in relatively better academic preparation for modern educational challenges in Saudi higher education. A future empirical research that examines the effectiveness of the flipped classroom method on education students in Saudi universities is recommended. In order to make generalizations based on the findings, non-probabilistic sampling must be applied.

Evaluation of Athlete Physical Fitness Based on Deep Learning

In order to promote deep learning in physical education for students, guided by the concept of deep learning, the author integrates the concept of deep learning into flipped classrooms. The author proposes a flipped classroom design and classroom implementation process for promoting deep learning, and conducts a semester long experimental research based on basketball courses, continuously optimizing the design during this period.Through the analysis of various parameters appearing in the operation, the test results are satisfactory. The study found that students in three classes were physically trained by using the classroom teaching method of ”deep learning”. The classroom teaching mode based on deep learning achieved the best teaching results in the first stage. One habit that inspires real emotion in children is their pace: running in different directions. Classroom teaching based on deep learning can make students understand the importance of cross-movement. Thus, after experiment, there was no significant difference between the flipped classes and the traditional class teaching method in the cross run compared to before experiment. The effectiveness of flipped classroom design for promoting deep learning has been verified, achieving a promoting effect on students’ deep learning. The flipped classroom designed by this research institute can effectively promote learners to achieve deep learning, specifically manifested as: The physical fitness level of students has improved, the level of cognitive structure has improved, and students are more able to learn independently. The goal of deep learning for students has been achieved.

A Comparative Study on the Similarities and Differences of English Teaching in the Context of British and American Culture

This paper analyzes the similarities and differences in English teaching under the background of British and American culture from three aspects: teaching mode, teaching material content and teaching methods. Based on research, there are obvious differences between British and American cultures, but there are many common points in oral English communication and comprehensive language ability training. At the same time, different cultural backgrounds also make their English classroom teaching methods and grammar rules have obvious differences. Based on this research, oral English can provide more references for English teaching innovation and teaching quality improvement.

Exploring the Reform of University Education and the Cultivation of Innovative Talents

The field of higher education has undergone tremendous changes in the past few decades, and the traditional model of knowledge transfer is no longer sufficient to meet the needs of modern society for human resources. Students need more opportunities to develop innovation, practical problem solving and teamwork skills. Higher education is no longer just about transferring knowledge, but also about cultivating students comprehensive literacy so that they can stand out in a complex and changing environment. The purpose of this paper is to discuss in depth the strategies for cultivating innovative talents in the reform of college education, with special attention to the measures for building classroom teaching methods, practical teaching system and extracurricular academic and scientific competition mechanism. These strategies are not only the key to responding to the needs of today s society, but also an effective way to improve the quality of higher education. Through in-depth analyses and research, this study aims to provide useful thinking and guidance for educational reform in higher education.

The Application of Situational Teaching Method in Junior Middle School English Classroom

Junior high school stage is important for not only students' life development, but also development of thinking. As one of the important compulsory courses in junior high school, English occupies a very important position in education. The new curriculum standard puts forward the requirement of creating associative situation for junior high school English teachers. Situational teaching method is a kind of teaching method which originated in Britain in the 1920s and 1930s. It is based on the cultivation of oral ability and emphasizes the basic structure of target language through meaningful situations. Therefore, it is of great significance to apply situational teaching method to junior middle school English teaching.

Teachers’ Nonverbal Cues in EFL Classrooms: Analyzing the Impact of Movement on Student Engagement and Comprehension

The aim of this study examine the effects of teacher movements as a nonverbal communication strategy on student engagement and learning outcomes. The research, conducted at MIN 1 Sinjai, used a qualitative approach that included semi-structured interviews and structured observations to investigate how students perceive the efficacy of their teachers' nonverbal cues, especially in terms of teacher gestures in the classroom. Findings showed that teacher mobility significantly improved attention, participation, and overall classroom dynamics. According to this study, creating a more dynamic and engaging learning environment can be achieved by applying nonverbal communication techniques such as deliberate classroom gestures. Concerning improving teaching methods in the EFL classroom, this observation has useful implications and broadens our understanding of nonverbal communication in educational settings.

Exploration of Singing Teaching Methods in the Music Classroom

The purpose of this paper is to explore singing teaching methods in the music classroom. Firstly, an overview of singing teaching methods was given, including traditional and modern singing teaching methods and the current status of research at home and abroad. Then, it focuses on exploring four singing teaching methods in the music classroom: practical teaching method, situational teaching method, cooperative teaching method and game teaching method, and analyses their applications and effects in singing teaching. Then, through teaching practice and case studies, these four teaching methods were empirically studied and their teaching effects were evaluated. Finally, the research results of this paper are summarised and future research directions are proposed.

Effectiveness of PBL Pedagogy Combined with Flipped Classroom in the Standardized Training of Resident Physicians

Objective: To analyze the application effect of the problem-based learning (PBL) teaching method combined with flipped classrooms in the standardized training of gastroenterology residents. Methods: Sixty-five resident trainees who were admitted to the Department of Gastroenterology of the hospital from January to December 2023 were selected and divided into the control group (n = 33) and the observation group (n = 32) by random number division method. The control group implemented the traditional clinical teaching method, and the observation group implemented the PBL combined flipped classroom teaching method. The study compared the two groups’ discharge learning performance, trainees’ subjective feeling score, and teaching satisfaction score index. Results: The difference in basic knowledge scores between the two groups of trainees under different teaching modes was not statistically significant (P &gt; 0.05). However, the observation group was significantly higher than the control group in terms of the differences in case analysis, clinical operation skills, and total scores, and the differences were statistically significant (P &lt; 0.05). The trainees of the observation group were more satisfied with the teaching and learning process in terms of learning efficiency, clinical thinking, communication, faculty-student collegiality, teamwork, self-study ability, classroom atmosphere, independent learning, clinical thinking and other subjective feelings of the scores are higher than the control group, the difference is statistically significant (P &lt; 0.05). The observation group teaching total satisfaction rate is 96.87%, significantly higher than the control group’s 75.75% (P &lt; 0.05). Conclusion: The application of the PBL teaching method combined with flipped classroom in the standardized training of residents is effective, which can not only significantly improve the basic theory and practical operation performance of the trainees, but also help to improve their case analysis ability, clinical thinking ability, and doctor-patient communication ability, so it is worthwhile to popularize its application in the clinical scope.

Exploring the Application Strategy of Situational Teaching Method in English Classroom

In the process of teaching English in junior high school, English teachers will apply a variety of teaching methods, among which the situational approach is a common one. Situational teaching is a method in which English teachers combine teaching contents with specific teaching situations by applying some teaching methods. Situational teaching method can effectively promote students' active participation in junior high school English class, which is conducive to students' deep understanding of English teaching content, enhance students' enthusiasm in learning junior high school English knowledge, and promote students' effective understanding of English teaching materials through familiar teaching situations, and improve the efficiency of junior high school English teaching and learning. The purpose of this article is to discuss how to apply contextual teaching method in English classroom to improve students' English learning efficiency.

Technology Integration in Engineering Education: Assessing Google Classroom's Effectiveness in Communication Skills Courses

This study delves into the effectiveness of Google Classroom in enhancing academic performance among first-year engineering students in a communication skills course. Rooted in the Technological Pedagogical Content Knowledge (TPACK) model and the Diffusion of Innovations theory, the research tests two hypotheses regarding the impacts of technology use and the instructor factor on student outcomes. With a sample of 356 students, the analysis employs t-tests and regression analysis to compare performance between students using Google Classroom and traditional teaching methods. The results reveal no significant difference in performance between the two groups, suggesting that integrating Google Classroom does not inherently enhance academic outcomes. However, marginal effects of instructor involvement were observed, underscoring the intricate interplay of human and technological factors in educational settings. The implications of these findings are significant, as they provide a nuanced understanding of the role of technology in education and the importance of effective instructor engagement. Future research should examine technology's role across diverse disciplines and the dynamics of instructor-student interactions within technology-enhanced environments.

The Application of Interesting Teaching Method in Music Classroom of Middle School

Interesting teaching method is a new teaching method in the modern education situation. The interesting teaching method especially emphasizes from many aspects and angles, in order to achieve better classroom teaching effect. There are three chapters in this paper. The first chapter is about the concept of interesting teaching; The second chapter is about the problems and reasons of the implementation of interesting teaching methods in middle school music classroom; The third chapter is the specific application of interesting teaching methods in middle school music classroom. Through the study of interesting teaching methods, teachers can use interesting teaching methods in the classroom, so as to cultivate students' interest in music learning and improve their enthusiasm and initiative in music learning. This paper mainly studies the application of interesting teaching methods in middle school music classroom.

Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital.

Introduction Traditional classroom teaching involves aprocess where knowledge is disseminated to students by the teachers through a one-way process. Such a learning environment makes students passive and muted, which can be improved by alternative teaching and learning (TL) methods like the flipped classroom (FC) technique. The FC approach involves a student-inclusive TL process. FC is a student-centered approach that benefits teachers and students by emphasizing the key information during the learning process. The present study aimed to understand the efficacy of the FC TL method and evaluate students' perception of FC among underachieving first-year medical students in learning physiology. Methods This prospective, descriptive, and cross-sectional study was conducted on 100 underachieving first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students in the Department of Physiology at a tertiary care teaching hospital. All the participants were taught cardiovascular physiology through the FC method. The study subjects were asked to take apretest including multiple choice questions a week before the study. The study period was four weeks, following which the students were asked to take a post-test. A questionnaire was used to understand the student's perception of FC. The responses to the questionnaire were graded based on the Likert scale. Results The mean scores of the post-test (19.40±4.22) were significantly (p< 0.05) greater than those of the pre-test (12.43±4.26). Regarding the perception of FC, 68% (68/100) of students agreed that the objectives, methodology, and outcomes were well-defined. Around 39% (39/100) of students strongly agreed that the study materialwas adequate, relevant, and easy to learn. Nearly 58% (58/100) of the students agreed that the competencies are dealt with completely in every session. Roughly 16% (16/100) of students agreed that the classroom time is sufficiently utilized for peer-based learning. Many (61%, 61/100) students agreed that sufficient time was given for learning. About 34% (34/100) of the students strongly agreed that the assessment tools were relevant. About 56% (56/100) of students agreed and 21% (21/100) strongly agreed that the FC method helped them to improve their understanding of the subject. More than half (54%, 54/100) of the studentsagreed and 18% (18/100) strongly agreed that the FC promoted self-directed learning. Most students (71%, 71/100) believed FC to be an interesting and satisfactory learning experience. Conclusions The results indicate that most students believed FC was an effective and innovative TL technique. The FC method could helpunderachievers improve their cognitive skills and analytical thinkingand enhance exam performance.

The application of case-based learning with microlectures and flipped classroom teaching methods in the teaching of physiology to nursing undergraduates

ABSTRACT A blended teaching mode is necessary to improve the study efficiency of nursing students. This study aimed to explore the effects of the use of case-based learning (CBL), involving microlectures and flipped classroom teaching methods (flipped CBL mode), via online tools on the teaching of physiology to nursing undergraduates. A total of 207 nursing undergraduates were divided into a control group and a flipped CBL group. The control group received lecture-based learning, while the flipped CBL group received flipped CBL. The results showed that the final exam scores of the flipped CBL group were higher than those of the control group. The majority of nursing students believed that the flipped CBL model could provide guidance for future clinical practice, and could help in their study of physiology. Thus, the use of flipped CBL mode may improve the quality of teaching of physiology and enhance the comprehension and clinical thinking skills of nursing students.

Nursing students' experiences of flipped classroom teaching method in higher education: a systematic review.

During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method - a knowledge gap that this review aims to address. Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings. The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method. Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care.

You too Brutus! Faculty fighting death-of-teaching in the classroom.

Abstract In this study, we explored the hypothesis that active learning approaches to immunology improve comprehension and retention by increasing student engagement in class and their subsequent mastery of complex topics. What is “active learning”? Literature suggests that students participating in active learning “must do more than just listen: They must read, write, discuss, or be engaged in solving problems. The larger fear is that if this battle is lost it will change the battlefield forever. If faculty, classrooms, physical space of university, administration were to disappear physically if not virtually one can forecast a life-long learner, be of any age, be a student or teacher is positioned to stay amid machines. Pedagogical theory has taught us that students learn best by engaging with complicated questions and by thinking metacognitively about how to approach solutions. Building this skill set in today's students, who now hail from a broad demographic and who are accustomed to acquiring their knowledge from a variety of different media, requires a new set of teaching tools. A college-wide survey was sent to all the instructors and data was collected as per the requirements of IRB. To surmise faculty has lost motivation and enthusiasm for sustainability of classroom teaching methods and are testing unchartered water for teaching current sets of incoming professional students.

A study on the influence of learning space on students' intrinsic learning motivation

AbstractFollowing the continuous reform and innovation of classroom teaching methods and pedagogy in higher education, the support provided by traditional classrooms for new classes seems to be insufficient. Empirical exploration into the impact of learning spaces on student learning motivation, particularly in terms of how and to what extent, has been limited. This study focuses on student intrinsic learning motivation as the dependent variable and constructs an influence model incorporating factors such as learning space, pedagogy and classroom relationships. A comparative analysis is conducted to assess the differential influence between two learning space types: active learning spaces and traditional classrooms. Utilizing a convenience sampling method, students engaged in coursework at University A's ‘Future Learning Experience Center’ and traditional multimedia learning spaces over three academic terms were selected. Differential tests were performed on data collected from various learning environment types, and the impact of learning space, teaching methods and social relationships on students' intrinsic learning motivation was validated using structural equation modelling. Results indicate that scores in the dimensions of learning space, teacher–student relationships, student–student relationships and student intrinsic learning motivation were significantly higher in the active learning space compared to traditional classrooms. Surprisingly, learning space exhibited no significant direct effect on student intrinsic learning motivation but demonstrated a significant indirect effect. The influencing factors model presented in this study sheds light on the type of learning space's impact on student intrinsic learning motivation, offering theoretical guidance and practical data for future research endeavours.

Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools

The paper aims to identify and analyze the correlation between student personality types and the use of metaverse and flipped classroom blended learning methods (BLMs) and tools by formulating a series of research hypotheses. Using Bloom’s Taxonomy, the most influential and standard theory of learning in the education cognitive field and toward this objective, the authors extracted the personality types of students and employed a mixed-methods research methodology JASP software (v.0.17.1) involving both qualitative and quantitative tools. The qualitative component involved direct observation of synchronous classroom teaching to students, while the quantitative aspect utilized structured questionnaires administered to 634 students of the International Hellenic University enrolled to attend the “Human Resource Management” course. The acquired qualitative data were processed using (a) network analysis JASP software (v.0.17.1) software in order to address the student personas through nodes, connections, and centralities and (b) structural equation software in order to identify the correlations between types of students and the variables of the metaverse and flipped classroom methods. The findings reveal that the four types of students identified have a direct and strong correlation with the use of flipped classroom and metaverse teaching methods.