Teaching Plan Research Articles

Reform Strategies for the Popular Music Public Course Based on Key Competences

This study aims to explore the application potential of international music teaching methods in the reform of public basic courses of popular music in Chinese universities. Using mixed research methods, the applicability of Dalcroze, Kodaly, and Orff teaching methods was systematically evaluated through expert interviews, teaching material development, and a quasi-experimental design. The study found that these methods have high overall applicability in the Chinese higher education environment (average rating 4.183/5), but require localization adjustments. Based on this, the innovative textbook "Fundamentals and Applications of Popular Music" (IOC value 0.920) and a 12-week teaching plan (IOC value 0.880) were developed. The results of the 16-week teaching experiment showed that the students in the experimental group were significantly better than the control group in terms of music theory knowledge, appreciation ability, creative ability and learning interest (p<0.01). This study proposes a curriculum reform strategy that integrates innovation, technology empowerment, and interdisciplinary integration, providing theoretical basis and practical guidance for improving the quality of popular music education in colleges and universities. Future research directions include expanding the sample scope, conducting long-term follow-up studies, and deepening cross-cultural comparative analysis.

Approach to Mental Disorders in Dental Education in a Brazilian State

Oral diseases present higher prevalence in people with mental disorders, which makes dental care a possible means for screening and referral to mental health specialized care. Because some dental conditions can be caused by or associated with mental disorders, dentists can identify patients’ mental health care needs. However, they have shown low confidence and a lack of training in dealing with mental health patients, which may indicate a deficiency in the approach to mental disorders in dental education. This study aimed to verify whether undergraduate Dentistry courses in a Brazilian state introduce knowledge about adult mental disorders into their curriculum content. The courses operating in the state of Minas Gerais, Brazil, were assessed by information available at the e-MEC system, the official database of courses and Higher Education Institutions in Brazil, and at institutions’ websites. Two researchers independently assessed pedagogical projects, curriculum matrices, syllabi, and teaching plans. Psychology disciplines Applied Psychology and Psychology-related were identified, and their syllabi and teaching plans were screened, searching for themes related to mental disorders and/or psychopathology. Of the 73 courses included, 34 were evaluated, and only five courses presented disciplines with some approach to mental disorders and/or psychopathology. The results showed that a large part of undergraduate Dentistry courses assessed do not address knowledge about adult mental disorders as part of dental education. Considering the impact of mental disorders on oral and systemic health, it is important to reflect on the role of dentists in mental health care and on the responsibility of Higher Education Institutions regarding the development of skills and competencies of these professionals. The results of this study draw attention to the need to address adult mental disorders in dental education, reinforcing mental health as an important aspect of patients’ general health.

A Method for Predicting the Impact of Labor Education at Institutions of Higher Education Based on a Two-Stage Clustering Algorithm

In order to develop more accurate teaching plans and methods based on students’ characteristics and needs, and improve the effectiveness of labor education, a two-stage clustering algorithm based method for predicting the effectiveness of labor education in universities is studied. A two-stage clustering algorithm-based method for predicting the effectiveness of labor education in universities has been proposed. Through in-depth analysis of labor education data in universities, principal component analysis (PCA) was used to select 16 most representative variables from the original features. Subsequently, self-organizing map (SOM) neural network was used for preliminary clustering, and the optimal number of clusters was determined to be 8. Furthermore, the K-means clustering algorithm performs fine clustering based on the initial centers provided by SOM, significantly improving the stability and accuracy of clustering. At the same time, processing the outliers in the clustering results has reduced their impact on the clustering effect. Finally, the processed data was input into an improved XGBoost prediction model, which achieved a true positive rate (TPR) of over 85% on the ROC curve when predicting the effectiveness of labor education in universities. While maintaining a low false positive rate (FPR), the model outperformed other comparison methods significantly. This achievement not only validates the effectiveness of the proposed method in feature selection, clustering optimization, and prediction model construction, but also confirms its ability to accurately predict the labor education effectiveness of students in different grades, providing strong support for higher education institutions to optimize teaching plans and improve educational outcomes.

Instructional Method Shifts: Instructors’ Plans Post Emergency Remote Teaching

The coronavirus pandemic, beginning in 2020, caused significant disruption to higher education around the globe, forcing instructors into emergency remote teaching. This emergency response created unprecedented adaptation to online and distance education processes and activities. Yet, the ways in which those teaching changes influenced or continue to influence teaching in higher education are unknown. This study explores the changes to faculty teaching practices, and associated learning, as a result of emergency remote teaching and faculty plans to continue or discontinue those practices post-pandemic. Quantitative results indicated practices were largely intended to impact cognitive, emotional, behavioral, and social dimensions, social interactions, and learning activities. A significant majority of the practices achieved their intended results and almost two-thirds of the practices will be continued. Qualitative results illustrated a variety of benefits for both students and instructors. These shifts were largely student-centered with noted improvements in areas like flexibility, agency, access, inclusivity, engagement, and connection. Results apply to workplace training and professional development for faculty in higher education and beyond, including ways to engage faculty in valuable teaching practices and support student learning at a distance.

A PICTURE WORD INDUCTIVE MODEL TO ENHANCING VOCABULARY ACQUISITION AT THE PRIMARY LEVEL

The current research investigates the effect of using the Picture Word Inductive Model (PWIM) Strategy on Vocabulary Acquisition at the Primary Level. The research's null hypotheses have been formulated to be tested in light of the aim. The design of two equivalent groups, namely the experimental and control groups with pre and post-tests, has been adopted. The research sample included 60 female pupils from two primary schools intentionally selected from the center of Nineveh Governorate. They were divided into two groups: the experimental group included 30 female pupils taught according to the PWIM strategy at Al Talai Primary School. The control group included (30) female pupils taught according to the Subscribed method at Al Shaqa'ik Primary School. Both groups were equalized according to a set of variables: pupil's date of birth, pupil's general average of the preceding academic year, pupil's scores in English of the preceding academic year, and parents'. Moreover, the main requirements of this research were prepared, such as determining the teaching materials and preparing the teaching plans as well as; the researcher had prepared an instrument to collect the data based on the dependent variables of this research, namely the vocabulary Acquisition test of a passage followed by five questions. The result reveals a statistically significant difference (0.05) between the experimental and control groups in the Post-Test of Vocabulary Acquisition in favor of The Experimental group. Finally, recommendations and suggestions for further research are presented concerning the necessity of applying the (PWIM) in teaching the English language.

The Impact of an Instructional Package Based on a Virtual Lab on the Achievement of First-Grade Intermediate School Students in Chemistry

The current research aims to identify the impact of an instructional package based on a virtual lab on the achievement of first-year intermediate school students in chemistry. To achieve the research objective, the following null hypothesis was formulated: "There is no statistically significant difference at the 0.05 level of significance between the mean scores of the experimental group students who study according to an instructional package based on a virtual lab and the mean scores of the control group students who study according to the traditional method in chemistry achievement." The quasi-experimental design with partial control (an experimental group and a control group) with unequal numbers and a post-test in achievement was chosen. The sample consisted of 66 students from Al-Qadisiyah Intermediate School for Boys, selected randomly. The experimental group consisted of 34 students who studied according to the instructional package based on a virtual lab, and the control group consisted of 32 students who studied according to the traditional method. The experimental and control groups were equalized in terms of variables: age (in months), general average grades for the sixth grade, prior knowledge, and parental education level. A total of 24 daily teaching plans were prepared for both the experimental and control groups. The teaching plans for the experimental group were organized according to an instructional package based on a virtual lab, while the teaching plans for the control group were organized according to the traditional method. The data were statistically processed using the SPSS package for two independent samples with unequal numbers. The results showed that the experimental group, which studied according to the instructional package based on a virtual lab, outperformed their peers in the control group, who studied using the traditional method in the achievement test. Therefore, the current study recommends using an instructional package based on a virtual lab in teaching chemistry and suggests conducting further studies on different stages and subjects to identify its impact on various variables.

Stakeholders’ perception: E-Learning initiatives in school education of Rajasthan state in the course of COVID-19

The COVID-19 pandemic led to increased adoption of e-learning in academic institutions, leading to the adoption of digital learning initiatives in Rajasthan. Projects-like SMILE, ‘Shikshadarshan - Educational T-DD Rajasthan’, ‘Shikshavani - Education via Radio’, ‘Hawamahal- Joyful Saturday program’, and ‘YouTube Rajiv Gandhi Career Portal’ were implemented. This study aimed to understand stakeholders’ perceptions of e-learning initiatives in Rajasthan and the global transformation of the education system. A descriptive survey conducted on 308 stakeholders from five government schools in Dungarpur district. The study reveals that 89% of students in Rajasthan state use smartphones for online classes, using WhatsApp video links, e-Raksha apps, YouTube, and open learning sources like Google. However, students often need help with language problems in content provided through e-learning initiatives, possibly due to the absence of their local language. Teachers are aware of e-learning initiatives but must be fully aware of them. Many teachers believe digital teaching-learning approaches make teaching plans and assessments more complex than face-to-face teaching. Parents and community members agree that their children can adopt e-learning comfortably, but 63% are unsatisfied with e-learning during COVID-19. Most participants agree that face-to-face teaching is better than e-learning and that the focus should be on face-to-face learning. The government should consider local languages for online videos and live programs. The department should include training programs for online learning resources in post-service education and teacher training to implement effective online education.

Bilingual lesson planning in Taiwan: challenges and implications

ABSTRACT This study aims to investigate the planning of bilingual teaching by in-service teachers in elementary and junior high schools in Taiwan. Through individual interviews and a questionnaire survey, the author examines (1) the principles that bilingual teachers (including content teachers and English teachers) integrate into bilingual lesson planning; (2) how bilingual teachers’ integration of these principles differs considering the types of teachers, levels of schools, and bilingual teaching experiences; and (3) challenges facing teachers in planning bilingual teaching. The findings indicate that when planning bilingual lessons, the teachers frequently considered the principles regarding the dimensions of content, language, teaching methods, teaching activities, materials, assessment, and class arrangement. On the other hand, teachers’ integration of the principles differed between teacher groups, and teachers encountered various challenges when planning bilingual teaching. Based on the findings, suggestions are made for bilingual lesson planning and teacher professional development.

The Impact of an Educational Kit Based on a Virtual Laboratory in Chemistry for First-Year Middle School Students and Their Astute Thinking

The present study investigates the influence of a virtual laboratory-based learning kit on the development of clever thinking skills among middle school students engaged in chemistry education. This research responds to the increasing demand for effective and engaging pedagogical approaches within the realm of science education. The study formulates a null hypothesis asserting that there is no statistically significant difference, at the 0.05 significance level, between the average scores of students in the experimental group utilizing the virtual laboratory-based learning kit and those in the control group receiving instruction through traditional methods. An experimental design with partial control was employed, featuring an experimental group comprising 34 students and a control group consisting of 32 students from Qadisiyah Middle School for Boys. Participants were randomly selected to create an unbiased sample of 66 students. The groups were equated based on key variables, such as age, grade 6 grade point average (GPA), and prior knowledge of the subject matter. To facilitate effective learning, twenty-four daily teaching plans were meticulously constructed: the experimental group’s plans were aligned with the virtual laboratory-based educational kit, while the control group adhered to conventional instructional techniques. Subsequent statistical analysis was performed using SPSS to assess the outcomes of the two independent samples with unequal sizes. The findings revealed a significant enhancement in clever thinking skills among students in the experimental group who engaged with the virtual laboratory-based educational kit, in comparison to their counterparts in the control group. In conclusion, the results of this study indicate notable advantages associated with the incorporation of a virtual laboratory-based educational kit into chemistry instruction to foster the development of clever thinking skills among students. This research advocates for the integration of virtual laboratories into pedagogical practices and encourages further investigation across various educational levels and subjects to ascertain their broader implications for learning outcomes.

Research on the Intelligent System of English Teaching from the Perspective of Intercultural Education Based on Deep Learning

In today’s globalized world, cross-cultural communication skills are crucial for English learners. However, traditional English teaching often overlooks cultural differences among students, leading to difficulties in practical communication. The development of deep learning technology has provided new possibilities for English teaching, which can analyze students’ cultural background and learning needs through intelligent systems, and provide more personalized teaching plans. This study focuses on the application of intelligent system in English teaching from the perspective of intercultural education. By analyzing the characteristics of cross-cultural education and the advantages of deep learning technology, an intelligent system model of English teaching based on deep learning is proposed. The model can provide individualized English teaching programs according to students’ cultural backgrounds, learning needs and learning progress. A recommendation algorithm based on a cross-cultural education model comparison is proposed. For each student, retrieve similar teaching cases from the database based on their cultural background and learning needs. Compare the similarity between current students and cases in the database using similarity calculation algorithms. Based on the sustainable development teaching model of college English, the MAP algorithm is analyzed. The experimental results show that the intelligent English teaching system based on deep learning has a remarkable effect on improving students’ English achievement and intercultural communication ability. The model is trained and tested by the measured data. The error of the test results is less than 5%. The results of the experiment prove that the construction of a Chinese college English sustainable development education model can effectively enhance China’s cultural soft power.

Model-Model Pembelajaran Pendidikan Agama Islam

This study aims to explore Islamic Religious Education (PAI) learning models that can improve students' cognitive, affective, and psychomotor intelligence. The background of the research underscores the importance of various elements in education, such as teachers, students, curriculum, environment, and chosen learning model. The learning model, as a teaching plan, must be adapted to the needs of students and be able to cover theoretical and practical aspects. Success in learning depends heavily on the selection of the right model, which influences five key aspects of effective learning: clarity, variety, task orientation, student engagement, and achieving high success. This study formulates several main problems, including the types of PAI learning models, aspects that affect students' intelligence, and models that can improve cognitive, affective, and psychomotor intelligence. The focus is also given on the Contextual Teaching and Learning (CTL) approach and life skills. The findings of this study are expected to contribute to the development of effective learning strategies for Islamic religious education.

The Effect of PDEODE and SWOM Strategies in Developing 10th Grade Literary Students’ Historical Thinking Skills

The current study which is an extract from a PhD dissertation adopted a mixed- method, experimental-design to find out the effect of PDEODE and SWOM strategies in developing tenth- grade literary students’ historical thinking skills. The sample of the study consists of sixty tenth grade students from the literary branch at Tafan Preparatory School for Girls. After equalizing them, they are divided in this way: Group A regarded as the first experimental group taught by PDEODE strategy, Group B as the control group taught conventionally and group C taught by SWOM strategy as the second experimental group. For each of these groups, a twenty- four daily teaching plan was used and a 30- item test was prepared by the researcher to know the effect of these strategies in developing historical thinking skills. After analyzing the data through the statistical method ONE- WAY ANNOVA, it was displayed that there are statistically significant differences among the groups in a way the first experimental group is better than the second experimental and control groups. It was also concluded that PDEODE and SWOM as two new teaching strategies can provide appropriate platform for improving teaching and learning processes as they focus on students’ intellectual, psychological and personal dimensions, making them the center of the process which enables them to apply their knowledge in different contexts.

Practicing variation theory beyond learning study

PurposeThe purpose of this paper is to explore whether and how principles from variation theory can contribute to the planning of teaching and learning beyond learning study.Design/methodology/approachWe study whether and how principles from variation theory contributed to a group of teachers’ planning of teaching and learning about decimal numbers in Grades 4 to 7 working in Subject Didactic Groups – a collaborative arrangement suited to daily teaching. A theoretical thematic analysis approach was used when analyzing eight audio-recorded meetings and written documents.FindingsThe study shows that variation theory principles contributed to the teachers’ planning of teaching and learning. Two themes were identified: the theory contributed to the teachers being able to (1) specify what their students needed to learn and (2) design tasks that they anticipated would afford the opportunity to learn what was identified as being necessary to learn.Originality/valueThe paper demonstrates how variation theory can contribute to teachers’ planning of teaching and learning when used in a collaborative arrangement other than learning study. This leads into a discussion about variation theory being used separately from learning study and the benefits and limitations this other collaborative arrangement can have for gaining knowledge of what is to be learned and taught.

Integrating Course and Certificate Teaching: Practical Exploration of Enhancing English Vocational Skills under the “1+X” Certificate System

This article explores the implementation path of the “1+X” certificate system in vocational college English teaching, specifically how to integrate VETS (Vocational English Test System) level examination teaching with daily teaching. The article analyzes the current situation and dilemmas of course-certificate integration teaching, including the separation of teaching content, the lack of practical ability among teachers and the absence of a unified teaching plan. Subsequently, it proposes the characteristics and design ideas of course-certificate integration teaching, emphasizing the role of the course in cultivating compound talents. A specific case demonstrates how to integrate “Advanced International English for Vocational Colleges” with the VETS primary tutorial to enhance students’ language skills, vocational skills and international perspective and shape the correct professional concepts.

PRESCHOOL PEDAGOGY AND TEACHING PRACTICES IN THE INCLUSIVE CLASSROOMS: A RESEARCH STUDY ACCORDING TO THE CURRICULUM PROGRAM IN GREECE

<p>The Curriculum forms the common framework for organizing learning in kindergarten based on certain principles. Preschool education, in the light of the development of basic abilities, is aligned with the principles of holistic development and learning adopted by the Curriculum. It is important that preschool teachers understand the core knowledge areas, concepts, and skills that are sought to be developed so that they can approach them holistically and dynamically. The purpose of this study is to investigate the views and educational practices of kindergarten teachers regarding the teaching plans and learning situations they organize in their inclusive classrooms in order to respond to the needs and capabilities of kindergarten children. It is a qualitative research, with the methodological tool of semi-structured interviews, in a sample of forty (40) kindergarten teachers from the regional unit of Epirus. Kindergarten teachers answered questions regarding: investigations, errors as a pedagogical tool, the learning situations they organize taking into account characteristics of the game, inclusive education in kindergarten, differentiated teaching and learning and the opportunities they create for intercultural communication. From the analysis and interpretation of the interviews, it is clear that the kindergarten teachers wish to harmoniously combine theory with practice and that inclusive education in kindergarten is a practical approach to diversity as an element that unifies and enriches the learning experience. However, the findings of the research also highlighted the need for teachers for training and further information on teaching methodology and practical application as well as the need to reframe and redefine the goals of the Analytical Study Programs in the direction of forming a high-quality modern school.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

Development and implementation of digital pedagogical support systems in the context of educational equity

In response to the covid-19 pandemic, the digital strategy of education has become a key pedagogical approach for higher engineering disciplines. In this complex environment, the outcome-oriented higher engineering discipline faces the challenge of educational equity in terms of curriculum design and learning outcome assessment for its online engineering practical courses. In order to solve this problem, this study develops a digital teaching assistant system to facilitate the reform of educational equity in higher engineering disciplines. The teaching and learning functions of the system aim to support the interaction between teachers and students in the teaching process and the visual display of learning outcomes, and its intelligent evaluation and analysis function is based on the multi-criterion group decision-making model of Quality Function Deployment (QFD) combined with t-test to realize the evaluation of course learning outcomes. The results show that the academic performance of this system is significantly better than that of other similar systems. The statistical results of the teacher-student satisfaction survey of the two systems show that the teacher-student interaction and multi-dimensional learning evaluation analysis report function provided by the system are the most highly recognized, and the system also has better educational equity in resource recommendation, interaction and collaboration, learning achievement display and learning achievement evaluation, etc. In addition, the system is more in line with the teaching characteristics of higher engineering disciplines, which can provide effective assistance for teachers of higher engineering disciplines to improve teaching plan and cultivate students’ disciplinary practicality, consequently creating favorable conditions for the establishment of teaching equity.

Pelayanan Holistik Rumah Cerdas Di Desa Tamanrejo, Kecamatan Limbangan, Kabupaten Kendal

Evangelism through holistic smart home services is very effective. Because in the process children are blessed and parents are also blessed. The Smart House in Tamanrejo Village in December 2023-February 2024 involves more than 10 members from STT Christ Alfa Omega Semarang. Coordinated by one person to organize the teaching planning. Before the implementation began, one of the representatives met with the head of the local RT to coordinate with the residents regarding the implementation of the smart home. Then after it is agreed. The coordinator divides tasks for the teaching team in teaching. In teaching in a smart home, the place used is one of the homes of residents who are willing to use it. It was agreed that the study house would be held once a week on Fridays at 16.00-17.00 WIB. In implementing the learning house, the teaching team provides teaching in accordance with the curriculum that has been created. Then after carrying out these activities, the teaching team also visited the children's parents. In this case, pre-evangelism can be carried out through curriculum studies in the home learning about character building. Apart from that, through visits to the families of the children being taught.

International English Teaching Planning and Evaluation of Renewable Energy Application Projects from Perspective of Sustainability

The application of renewable energy has positively contributed to the Eco-city by alleviating energy tension, improving energy structure, enhancing energy utilization efficiency, and building a resource-saving and environment-friendly society. At the same time, several demonstration projects with advanced and applicable technology, stable and reliable operation, and high promotion value have been completed, and a relatively complete system of regulations, policies, technical standards, application modes, and capacity building for the application of renewable energy buildings has been initially formed. This study analyzes the current global demand for renewable energy and education status quo and proposes a set of teaching programs combined with practical applications. In response to the needs, a comprehensive framework integrating theoretical teaching, hands-on practice, rigorous program evaluation, and dynamic feedback loops is designed to cultivate students' global perspectives and emphasize the importance of cross-cultural dialogue and international cooperation. The implementation results showed a significant improvement in the students' understanding of renewable energy, with a 40% improvement at the end of the class. As a result of the IEP implementation, 85% of the students targeting the Renewable Energy Applications Program have achieved the expected teaching objectives in terms of energy and environmental policy comprehension, renewable energy technology mastery, and intercultural communication skills, which is a 30% improvement from the pre-implementation period. In addition, there has been a significant increase in international exchanges between students, contributing to creating a more holistic approach to sustainable development.

블랜디드 러닝 수업을 적용한 칼림바 합주 수업지도 방안 연구: 메타버스 플랫폼 ‘ZEP’을 중심으로

The purpose of this study is to design a Kalimba ensemble teaching plan based on the direction and digital application of the 2022 revised curriculum, and to suggest ways to effectively fulfill the goals of the 2022 revised curriculum in the school setting. The theoretical backgrounds of the Kalimba and the Metaverse were gathered through a review of academic papers and dissertations. The performance domain of the 2022 revised music curriculum was analyzed to design a teaching plan and explore practical methods for implementing a digital-instrument integrated class, as intended by the revised curriculum. The digital elements and music performance classes emphasized in the 2022 revised curriculum were fused so that students could experience the basics of new technologies. To create a student-led participatory class, a virtual reality space and study score were produced directly, enabling students to engage in creative and self-directed learning. To complement this, this study creates a virtual reality space using the Metaverse platform "ZEP" and provides online video and ensemble performance forms using the video link connection function of "ZEP" to foster basic digital literacy and improve music performance. It is hoped that research on instrumental teaching methods using digital media will be further expanded so that students can recognize the sensibility and value of music.

Research on Reform and Innovation of Teaching Models of Public Safety Education Programs in Higher Education

This paper combines the characteristics of higher education and the characteristics of the discipline of safety engineering to reform and innovate the teaching mode of public safety education courses. In the form of a teaching team, we jointly discuss and develop a set of innovative teaching mode including teaching plan, lecture form, after-school activities arrangement and other detailed steps, and formulate a detailed implementation plan including teaching experiment design, teaching practice selection, and effect return visit analysis.