Project-based Teaching Model Research Articles

Research on the Project-Based Teaching Model for Engineering Majors in Colleges and Universities

Based on the study of the Mechanical Design and Automation major and its relevance to teaching reform in higher education engineering programs, a project-based teaching model was introduced. This approach integrates teaching design, scheme argumentation, and the implementation of teaching activities with the project serving as the central framework. Course knowledge points are derived from the project topics, forming the foundation for a structured knowledge framework. The course content is modularized in alignment with the project design, enabling students to engage with professional courses on a module-by-module basis, guided by the project. Each course utilizes the project topic as a practical case, facilitating project-led teaching. A teaching system tailored to the research project is proposed, establishing a professional course structure closely linked to the project objectives.

Exploration of Project-Based Teaching Model for College English in Vocational Colleges

In the context of rapid globalization and information technology development, college English teaching in vocational colleges faces significant challenges and opportunities. Traditional English teaching models can no longer fully meet the needs of students for practical application skills. This paper explores the theoretical foundation, design and implementation methods, and evaluation and improvement strategies of the project-based teaching model in college English teaching in vocational colleges. The study finds that the project-based teaching model effectively enhances students' English application skills, stimulates their interest in learning, and develops their teamwork and problem-solving abilities. The paper proposes specific teaching designs and implementation plans, providing new ideas and practical guidance for the reform of English teaching in vocational colleges.

Exploration of the Course Construction of "Concrete Structure" Based on the Teaching Mode of Project Teaching Method

This article explores the construction of the course "Concrete Structure" and proposes a project-based teaching model. This model combines theoretical knowledge with practical skills based on actual projects, promoting the cultivation of students' comprehensive qualities. In this mode, students deepen their understanding and mastery of course content by participating in project practice, while also enhancing their ability to solve practical problems and self-directed learning. The experimental results indicate that this model has significant effects in improving students' comprehensive qualities and cultivating innovative abilities.

Research on project-based teaching model in the context of deep integration of industry and education

In the context of globalization and the knowledge economy, the quality of higher education is crucial for a country's competitiveness. This research focuses on the implementation pathway of project-based learning in the context of deep integration between industry and academia, aiming to explore its effectiveness. By conducting literature reviews, case studies, and empirical research, a model of project-based learning with deep industry-academia involvement is constructed and its feasibility is validated. The results indicate that this model significantly enhances students' practical skills, innovation capabilities, and teamwork skills, bridging the gap between education and practice. Furthermore, the deep collaboration between academia and industry optimizes the allocation and sharing of educational resources, cultivating engineering talents with international perspectives and innovative spirits. This research provides important insights for universities to implement project-based learning in the context of industry-academia integration, and holds theoretical and practical significance for advancing engineering education reform and improving the quality of talent cultivation.

Project-Based Teaching Model in Pharmaceutical Integrated Experiment Course for Undergraduates Implementing the Case Study: Design, Synthesis, and Biological Evaluation of Potential SIRT5 Inhibitors

Project-Based Teaching Model in Pharmaceutical Integrated Experiment Course for Undergraduates Implementing the Case Study: Design, Synthesis, and Biological Evaluation of Potential SIRT5 Inhibitors

Efektivitas Model Pembelajaran Problem Based Learning Dan Project Based Learning Ditinjau Dari Keterampilan Berpikir Kritis Pada Pembelajaran Tematik Siswa Kelas V SD

This assessment activity was carried out to determine the effectiveness of problem-based teaching models and project-based teaching to foster critical character in integrated teaching of grade V elementary school students. The type of research used as a reference in this assessment activity is Quasi-Experimental research with a Nonequivalent Control Group design. A total of 100 grade V students in the Baratha Cluster in Susukan District were used as a population in this assessment activity, but only 71 students from SDN Koripan 04, SDN Koripan 01, and SDN Koripan 02 were used as research samples. The results of data processing using the T-test show a Sig. (2-tailed) value of 0.000 < 0.05 then rejected and accepted, meaning that there is a difference in significance values from the two models, where in the problem-based teaching group there was an average increase of 21,167 while in the project-based teaching group of 5,429. By referring to these data, it can be seen that the problem-based teaching model has a greater level of effectiveness than the project-based teaching model in improving critical thinking skills in thematic learning of grade V elementary school students.

Project-based Teaching Practice of Teachers' Case Teaching and Students' Cooperative Case Creation-Based on the Course of "How to Read Financial Statements"

The rapid development of society poses a severe challenge to higher education. How to integrate student inquiry-based research teaching in the Class and how to reflect local elements in case teaching are the two major problems existing in business case teaching. Based on the theory of case teaching and problem driven teaching, and based on the course of reading financial statements, this paper puts forward a project-based teaching model of teachers' case teaching and students' case creation. The teaching evaluation results show that this teaching model can effectively improve students' financial and business analysis ability, and effectively improve students' academic and professional quality.

Design and implementation of project-oriented CDIO approach of instrumental analysis experiment course at Northeast Agricultural University

In this article, we presented the teaching design of project-based CDIO (Conceive-Design-Implement-Operate) approach of instrumental analysis experiment course and investigated the effects of the CDIO teaching method on student attitudes, student performance and teacher development. The study subjects were from the sophomores of applied chemistry, animal pharmacy, life sciences, resources and environment at Northeast Agricultural University in 2018. The experimental group conducted teaching activities that were designed using the CDIO model, and the control group, the non-CDIO classroom, performed the passive lecture mode. The students were taught by the same instructors. Questionnaire surveys and final course grades were used to evaluate the effectiveness of CDIO teaching model. The results indicated that CDIO-based pedagogy had positive effects on the students’ course performance and active learning compared to the traditional instructor-centred lectures. The project-based teaching model was more helpful, not only in cultivating students' practice ability, innovation consciousness and team cooperation spirit but also in arousing the learning interest and the enthusiasm for scientific research. CDIO mode also enhanced faculty competence in personal and interpersonal skills in the meantime.

Project-Based Teaching-Learning Model: Seven Educational Principles for Knowledge Building Skills Development

This article examines the project-based teaching approach as applied in more than 160 education research projects completed as part of three qualitative methodology courses. Expanding on the application of this teaching approach through statements from students on their learning and through theoretical considerations, the purposes of this article are to present a project-based teaching model by drawing on the grounded theory and to identify the contribution of strategic knowledge in the specific form of phronesis or practical wisdom. The seven educational principles involved in the model deal with: the functions of the educational framework, the connection to prior knowledge, the reflexive journey, confrontation with reality, the crossroads between knowledge and skills, the community of learners, and the forms of supervision. According to the hermeneutic tradition, such practical wisdom would only be developed with the experience lived.

Case Study of Teacher Training for Project STEM Course

Educators are paying more attention to students' hands-on ability with critical thinking which has not been emphasized in previous Chinese education system. To fill this gap, there is a need to organize a hands-on workshop to develop teachers’ STEM hands-on skills to promote on high school campus. Therefore, the purposes of this study are: 1. exploring the development status of teachers' hands-on ability after ending the workshop and 2. exploring the effectiveness of the project-based STEM training with interdisciplinary concept content compared with the traditional STEM training. Based on the two-day teacher training of STEM workshop, this paper used Flanders interaction analysis which is an observation technique used to record and analyze the process and impact of teacher-student interaction in the classroom. Through the analysis, we found that the learners were active in this training course, the interaction between teachers and learners was very frequent, and the relationship between them was quite consistent (harmonious). Then we inferred the training effect of the teachers in the training by combining the works or results submitted by the learners after the workshop. The error rate of these exercises or results was low, indicating that peer discussion or group discussion played an important role in the process of practice. Compared with the traditional iFIAS method, it can be found that in the training based on the project-based teaching model, learners' advanced cognitive abilities such as analysis and synthesis were developed, and their knowledge transfer ability was more flexible, which was also a reflection of interdisciplinary ability.

O2O Iterative Project-based Teaching Model for Literature Course

As a main course of Chinese language and literature major in colleges, Literature Course is one of required courses for students majoring in journalism, hosting and broadcasting, which can cultivate students’ favorable humanistic quality and promote their specialty development. However, some problems exist in traditional teaching process, such as low interest in linguistics, insufficient interaction between teachers and students, and single evaluation system. Starting from Merrill’s chief teaching principle and aiming at teaching deficiencies of Literature Course, this study innovatively introduced O2O iterative project-based teaching model to establish an iterative teaching model based on online and offline integration. In combination of the question-based teaching method, four teaching steps including “construction, guidance, tutoring and introspection” were designed under the cooperation of O2O space environment and collaborative mechanism, and a brand-new implementation framework for linguistics teaching was tentatively constructed. To test the effect of this teaching mode, classification and regression tree (CART) algorithm of data mining technology was applied to compare and evaluate teachers’ teaching ability before and after the implementation of this teaching mode. It is found that, this teaching reform contributes to cultivating students’ critical thinking and innovation ability, and enhancing their academic research spirit and ability of language theory application.

Application and effect of project-based teaching in garden landscape design courses

<p>In the course of garden landscape design, teachers can use the project-based teaching model to effectively guide students, help students improve their innovation ability and promote the development of students' comprehensive skills. This article explores the related teaching, its application and effectiveness in the course of garden landscape design, analyzes the practical effects of project-based teaching in garden landscape design and provides an important impetus for the development of this discipline.</p>

Research on Oral English Flipped Classroom Projectbased Teaching Model Based on Cooperative Learning in China

Project-based teaching method is a new task-driven and project-oriented teaching mode, it has become an effective means of practical teaching. However, in the process of project-based teaching, there are also some problems, such as difficult to control classroom teaching time and so on. As a new teaching mode under the background of informationization, flipped classroom can fully realize students’ principal position in learning activities. Based on the applied research of English oral flipped classroom teaching, the concept of flipped classroom teaching is integrated into project-based teaching in this paper. By using flipped classroom and cooperative learning, students can reduce the time of teachers’ classroom instruction and increase the time of students’ participation in project practice through independent learning of network courseware before class, it can make up for the shortcoming of classroom teaching time in project-based teaching.

Under "Integration of Doing, Learning and Teaching", Research on the Project-Based Teaching Innovation of "Landscape Planning and Design"

Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroad, combined with literature research, case analysis, system theory and other research methods, the project-based teaching goal, model, content and means of "integration of doing, learning and teaching" in higher vocational education is explored, and the project-based teaching model of "Landscape Planning and Design" is discussed combined with the application of information-based teaching methods. So as to provide references for carrying out the project-based teaching in similar courses in higher vocational colleges and really achieve docking the actual post requirements with the course to provide the basis for achieving the purpose of cultivating skilled talents in higher vocational education.