Practical Teaching Model Research Articles

Research on the Development of Employability of Environmental Design Students in the Context of Knowledge Production Mode Transformation

Driven by the rapid changes in the knowledge economy and societal demands, higher education is undergoing a significant transformation from the traditional knowledge production mode (Mode 1) to a new mode of knowledge production (Mode 2) characterized by practice orientation and interdisciplinary collaboration. This transformation imposes higher requirements on the educational model of environmental design programs, particularly in cultivating students' employability. Against this backdrop, this study explores the connotation and core dimensions of employability for environmental design students, including professional competence, innovation capability, interdisciplinary collaboration, and practical application skills. Based on an analysis of the current status and challenges, this paper proposes targeted strategies such as optimizing the curriculum system, building diversified practical teaching models, fostering interdisciplinary collaboration and innovation, and strengthening the linkage between career guidance and industry connections. The study argues that by actively responding to the transformation of knowledge production modes, environmental design programs can significantly enhance students' employability, thereby bridging societal demands and individual career development. This research provides both theoretical and practical references for educational reform in environmental design programs and serves as a model for other practice-oriented disciplines.

Research on the Deep Integration of CDIO and Maker Education to Promote the Cultivation of Innovative Talents in Emerging Engineering Disciplines

"First-class practical projects" constitute one of the four fundamental elements of the Undergraduate Education Teaching Reform Pilot Work Plan (Plan 101), aiming to cultivate future "revolutionary" and "disruptive" talents in emerging engineering disciplines. Both CDIO engineering education and maker education are committed to nurturing students' innovative and practical abilities, serving as robust pillars for the cultivation of talents in emerging engineering fields. Based on a review of relevant literature on CDIO engineering education and maker education from both domestic and international sources, this paper analyzes the differences between the two in terms of educational philosophy, curriculum system and content, teaching faculty, teaching resources, teaching methodologies, and evaluation methods. It proposes the concept of deeply integrating CDIO with maker education, outlining methods for such integration: constructing a curriculum system that merges CDIO with maker education, compiling textbooks for an engineering practice system that incorporates maker projects within the CDIO framework, establishing a makerspace through school-enterprise collaboration that integrates engineering practice with maker activities, building a practical teaching model that fuses CDIO with maker education, formulating a diversified evaluation scale that combines qualitative and quantitative assessments, and organizing competition activities that integrate CDIO with maker education. Furthermore, a comprehensive practical case study of the deep integration of CDIO and maker education is provided.

Using LLMs to support teacher reflections on using questions to deepen learning and promote student engagement

While much attention has been focused on improving student outcomes, there is growing interest in supporting teachers' reflection on their teaching practice using Generative Artificial Intelligence (GenAI) technologies. This paper examines the application of Large Language Models (LLMs) such as GPT-4 to automate the analysis of secondary school teachers' teaching practice in Singapore, specifically within the context of one of the teaching areas identified by the Singapore Teaching Practice model: using questions to deepen learning. We aimed to demonstrate the effectiveness of LLMs in analyzing classroom lessons in this teaching area. The methodologies employed in this study included the collection of classroom data and their analysis, both manually and using LLMs. Specifically, this involved transcribing the classroom lessons and analyzing each question using LLMs, with the results compared to a ground-truth dataset created through manual analysis. The findings suggest that LLMs are effective in providing, forming the basis for future teacher reflection and the potential for automated self-reflection tools in Singapore schools.

Evaluation of open collaborative practice teaching reform based on students satisfaction: Public health practice courses integrating medicine, teaching, and research in Yunnan province, China

To address gaps in practical skills among Public Health and Preventive Medicine graduates, an ‘open collaborative practice teaching model’ integrating medicine, teaching, and research was introduced. A cross-sectional study surveyed 312 Preventive Medicine undergraduates at a Yunnan medical university from 2020 to 2023, utilizing satisfaction scores and analyses (cluster, factor, SWOT) to assess the impact of the reform. Satisfaction scores from baseline, mid-term, and end-term assessments showed minor variations (4.30, 4.29, 4.36), with dissatisfaction primarily related to teaching content and methods. Key influences on satisfaction included teaching content, methods, and effectiveness. The SWOT analysis highlighted the importance of continuously updating teaching strategies to meet changing student expectations. This study suggests that the model has the potential for wider use in enhancing public health education, particularly in regions facing similar challenges.

Innovative Research on Talent Cultivation Models for the International Cruise Ship Management Major

This study aims to explore innovations in the talent cultivation model for the international cruise ship management major. By analyzing the current development status of the international cruise industry and the challenges faced by talent cultivation, this study proposes a brand-new talent cultivation model. This model combines theory and practice, focusing on innovations in curriculum design and teaching content, reforming practical teaching and internship models, and strengthening the construction of the teaching faculty. Through empirical analysis and case studies, the effectiveness and feasibility of this innovative model are verified, providing new ideas and methods for cultivating talents in international cruise management.

Exploring the Practical Teaching Mode of Language Laboratory based on Artificial Intelligence

With the rapid development of artificial intelligence (AI) technology, its application in the field of education is becoming more and more extensive, especially in the teaching mode of language laboratory, AI technology shows great potential and innovation space. The purpose of this paper is to explore the practical teaching mode of language lab based on artificial intelligence, and to reveal its advantages and challenges in language learning by analysing the current status of the application of AI technology in teaching. This study aims to explore the in-depth analysis of the research on the practical teaching mode of language labs based on artificial intelligence. Firstly, it introduces the problems of language labs and analyses the limitations and problems of traditional labs. Secondly, the language laboratory solution measures are elaborated in detail to construct the practical teaching mode of language laboratory based on artificial intelligence. Then, the practical teaching mode of language laboratory based on artificial intelligence is explored. Finally, the application value of the language laboratory of artificial intelligence in the aspects of linguistic research and teaching practicability is discussed. As an innovative application of educational technology, the language laboratory of artificial intelligence has a positive role in promoting the transformation of the modern language teaching mode, and provides new perspectives and methods for foreign language teaching. This paper focuses on the design and construction of the practical language teaching mode of artificial intelligence. With the rapid development of artificial intelligence technology, its application in the field of education has become increasingly widespread. In language teaching, the construction of an AI-based practical teaching model can help to improve teaching efficiency and quality and stimulate students’ interest in learning. This paper elaborates the design principles, construction elements, implementation process and effect evaluation of this teaching mode from various aspects.

A Study on the Work Process-Based Practical Training Model for Basic Nursing Skills in Vocational Colleges

Objective: To explore and analyze the work process-based practical training teaching model for basic nursing skills in vocational colleges and its implementation effects. Methods: A total of 82 nursing students from our school were selected for the study, which was conducted from April 2023 to April 2024. Using a random number table method, the students were divided into an observation group and a control group, each with 41 students. The control group received conventional practical training teaching, while the observation group followed the work process-based practical training model for basic nursing skills. The assessment scores and teaching satisfaction of the two groups were compared. Results: The comparison of assessment scores showed that the observation group performed significantly better than the control group (P < 0.05). The comparison of teaching satisfaction also indicated that the observation group had significantly higher satisfaction than the control group (P < 0.05). Conclusion: The work process-based practical training teaching model for basic nursing skills in vocational colleges can improve students’ assessment scores and enhance teaching satisfaction, demonstrating its value for wider application.

An Experimental Study of Flipped Classroom to Enhance Students' Basketball Teaching Design Ability

This study takes the teaching innovation of compulsory basketball courses as the research object in the context of teaching innovation of information technology in physical education disciplines in Chinese higher education. It adopts the method of using literature, action research and mathematical statistics. An experimental study was conducted on the application of the offline combined with online group flipped classroom teaching model in the basketball major compulsory course to explore the impact of the model on improving students' basketball instructional design ability. The experiment shows that the post-test t-test result of instructional design ability is -32.217 with a p-value of 0.000, and the experimental group is significantly better than the control group in terms of instructional design ability. It is concluded that the application of offline combined with online group flipped classroom teaching model can very significantly improve students' basketball instructional design ability. The aim is to construct a scientific and feasible teaching practice model for the teaching innovation of physical education courses, and to promote the educational quality change and teaching innovation of physical education professional courses.

Research on the Practical Teaching Model of E-commerce in Higher Vocational Education Based on OBE Principles—A Case Study of CK Vocational College

To fundamentally enhance the internal construction of higher vocational colleges and improve the quality of talent cultivation has become an urgent issue to address. The key to enhancing the quality of talent cultivation lies in, based on a thorough consideration of the characteristics of higher vocational students, starting from the talent cultivation system, and focusing on the construction and reform of courses, teaching, and faculty. The OBE educational philosophy emphasizes a results-oriented approach to talent cultivation, centering on the student, stimulating learning enthusiasm, and promoting the internalization of students' knowledge, abilities, and values into their learning and career paths, reflecting a lifelong learning concept. This article, taking the characteristics of e-commerce majors in vocational colleges as an example, and using CK Vocational College as a case study, delves into the OBE educational philosophy and analyzes the issues faced by the college in the practical teaching of e-commerce majors in four aspects: the definition of learning outcomes, the implementation process of practical teaching, the construction of an evaluation system for practical teaching effects, and the career planning of students. Additionally, this article designs a practical teaching model for talent cultivation in the e-commerce major at CK Vocational College, covering the definition of learning outcomes, implementation paths, outcome assessment, and feedback optimization.

Research on the reform of teaching practice model in the school of e-commerce

Research on the reform of teaching practice model in the school of e-commerce

Exploration of Practice Teaching Reform Based on Outcome-Based Education Concept: Taking Environmental Design Major as an Example

The concept of OBE (outcome-based education) is more focused on designing and implementing teaching activities around expected learning outcomes than the traditional teaching model and enhancing the quality of education through clear and measurable learning outcomes, which has led to profound changes in the field of education. However, environmental design practice teaching faces a series of challenges in the implementation of the OBE concept, including the complexity of the assessment system, personalized learning and creative learning, and over-reliance on quantitative assessment. Therefore, in order to further deepen the professionalization of the OBE concept, we have conducted research on the design education practice models at home and abroad, explored the practice teaching models and their applications such as project system, studio model, practical internships, and technology-driven interdisciplinary integration, and took the practice innovative teaching models of Stanford d.school and Rhode Island School of Design (RISD) as examples to explore the characteristics of the curricula, cultivation modes, and the development of the environmental design professional practice teaching model. The characteristics of OBE and RISD are discussed to provide a global vision and local contextual reference for the practice teaching reform of environmental design majors.

Exploration of the Practical Teaching Model for Artificial Intelligence Majors in Higher Vocational Colleges

To enhance the comprehensive quality and employability of students majoring in artificial intelligence technology applications, this paper proposes a practical teaching model reform that integrates industry-education integration and job-course integration. This proposal is based on an analysis of the current situation of practical teaching positioning, practical teaching system, and evaluation standards for artificial intelligence majors. This paper suggests cultivating high-quality and high standard artificial intelligence professionals who meet the current industry needs through conceptual innovation, reconstruction of practical course system, and reform of multi-dimensional practical teaching evaluation system.

Impact of the Split Teaching Practice Model on Undergraduate Pre-Service Teachers’ Performance in Science Content Delivery

The study adopted an observational research design to assess the impact of the Split Teaching Practice Model on undergraduate pre-service teachers' performance in science content delivery within classroom settings, without researchers’ intervention. The population consisted of 119 second-year and 102 third-year science education students at Federal University Gusau - Nigeria, engaged in First and Second-phase teaching practice during the 2022/2023 academic session. A convenience sample of 96 pre-service teachers (54 in First-phase, 42 in Second-phase) was obtained. Data collection involved structured classroom observations using instrument tagged Pre-service Teachers' Performance in Science Content Delivery. Validity and reliability of the instrument were established through expert validation and inter-rater reliability assessment, yielding a correlation coefficient of 0.86. Four null hypotheses were tested using t-tests, focusing on lesson planning, presentation, class management, and attainment of objectives. The findings of the study revealed that, significant differences in favour of Second-phase pre-service teachers in aspects like sequential presentation, subject matter mastery, instructional materials usage, time management, and student participation. No significant differences were found in lesson introduction and questioning techniques. Second-phase pre-service teachers outperformed in class management and objective attainment. The study recommended continued adoption of the Split Teaching Practice Model, emphasizing refinement and customization to address specific improvement areas through feedback in teacher training institutions.

Learning through practice: the experience of secondary school TVET teachers in Chile

ABSTRACT This article summarizes the main results of a research on teachers working in secondary school VET in Chile by reviewing the principal features of teacher professional identity, including their beliefs and perceptions about teaching for job and their experiences in the context of the school settings in which they work. Empirical findings were collected from a survey of 490 teachers and 31 in-depth interviews. Analysis of these findings shows the emergence of a distinctive teacher professional identity. The identity emphasizes a practical teaching model that is associated with the application of a pedagogy of accompaniment, but which also demonstrates tensions and difficulties of interaction regarding the traditional academic school model. Teachers pointed out as common the weakness of institutional support, the weak link with employers and productive agents and the recurrent need to show their own individual initiative in order to face the challenges of training students.

Based on the Marxist View of Journalism The 4 + 4 Practice Teaching Mode Construction and Implementation

In order to meet the practical needs of Marxist journalism education, teachers took the practical teaching of media majors as the starting point, refi ned four practice sections based on the teaching content, and created four scenarios based on media practice, initially forming a system that combines theory and practice. The 4+4 practical teaching model combines practice and scenarios , which is the main feature. Eff orts are made to cultivate students to become innovative and practical journalism talents with a strong sense of value identity, social responsibility and media mission.

Vocational Education Metaverse: Research Status, Existing Problems, and Development Strategies

The digital strategic action has promoted the high-quality development of vocational education. As an important measure for the digital transformation of vocational education, the application and development of educational metaverse are related to the deep transformation of vocational education and the overall development of smart education. This study first reviews the current research status of the educational metaverse in vocational education from the aspects of technological development, application status, and implementation effects. Secondly, it points out the current practical problems in vocational education metaverse from the perspectives of infrastructure, technical standards system, practical training teaching model, and ethical risks. Finally, it proposes targeted improvements from the following four aspects: first, improve the infrastructure of vocational education metaverse; second, accelerate the establishment of technical standards for vocational education metaverse; explore teaching models and systems of vocational education metaverse; fourth, effectively prevent ethical risks of vocational education metaverse.

A Study on the Application of the Integrated Theory and Practice Teaching Model in Public Administration: A Case Study of the Course “Simulated Training in Public Administration”

Public Administration, as a discipline emphasizing practical application, places significant emphasis on practical teaching within its academic framework. The effectiveness and comprehensiveness of the practical teaching system directly affect students’ capacity for practical application and their overall skill sets. This, in turn, is essential for the discipline’s ability to nurture innovative and practically-oriented professionals that meet the evolving needs of society. However, existing public administration education in China is predominantly confined by traditional educational concepts and teaching methods, leading to an overemphasis on classroom instruction which tends to prioritize theoretical knowledge dissemination. Consequently, the planning and implementation of practical teaching content, methodology, and duration are inadequate and lack coherence. This status quo has had a detrimental impact on the quality of talent development within the domain of Public Administration. Addressing this, there is an evident need to transcend prevailing educational concepts and teaching paradigms, integrating practical teaching as an integral element of the broader public administration education system. In this regard, the innovation of teaching methods is crucial to adapt proactively to the “new normal” of socio-economic development, underlined by the pivotal role of “innovation, creativity, and practical application” as vital benchmarks for evaluating talent development. This study explores the “Integration of Theory and Practice” model in the context of practical teaching for public administration, constructing a practical teaching framework that seamlessly unites theory and practice within the domain, placing students at the forefront and educators at the center. This model encompasses the alignment of teaching content, methodology, evaluation, and resources, achieving the “3+N” teaching effectiveness. By exemplifying the specific application of the Simulated Training in Public Administration course, it sheds light on the profound importance of the “Integration of Theory and Practice” model in enhancing the development of public administration and talent cultivation. The aim is to provide valuable insights for the reform of public administration education in China.

Teaching Practice of Virtual Reality Development Course Based on Coin Collecting Game Project

In response to traditional process-based project-based teaching, each chapter of the course is structured around an independent project. However, this approach lacks coherence in project content, leading to low participation and enthusiasm among students in the classroom. This article combines the characteristics of virtual reality development courses and introduces a novel teaching practice model driven by a gold coin-picking game project. The course content is seamlessly integrated into the practical aspects of the gold coin-picking game project. The course learning process mirrors the virtual reality game development process, effectively engaging students and fostering active learning, resulting in a sense of achievement.

Design and Timeliness Analysis of English Teaching Models in Colleges and Universities Combining Perceptual and Behavioral Correlation Algorithms

Abstract With the continuous development of education, the way English education presents itself has become more and more complex and diversified. This study focuses on the problem of low quality and efficiency in English teaching, and it centers on the characteristics of perception and behavior in English teaching. To collect data on perception and behavior in English teaching, we first utilize the association rule method in data mining technology. Then, we introduce the technology acceptance model and design the English teaching model of “Knowing and Doing” by combining the collected data. The timeliness of the English teaching model in practice is investigated using the fuzzy comprehensive evaluation method on this basis. The English teaching model designed in this paper improved by 10.688 points compared to the previous one, and the improvement was 1.307 points in the third month. In the correlation rule analysis, it can be seen that the probability of English grade A (90 or above) is 70.4% when perceived ease of use, usefulness, and learning behavior occur simultaneously. This study proves the feasibility of the English teaching model in this paper and provides a useful reference for the development of the English teaching model in the future.

Research on the Reform of Practical Teaching Models in Ideological and Political Courses from the Student-Centric Perspective

Research on the Reform of Practical Teaching Models in Ideological and Political Courses from the Student-Centric Perspective