Project Teaching Method Research Articles

Exploration of "Architecture Structure" Application Undergraduate Teaching Reform

The purpose of application-type undergraduate education is to cultivate application innovative talents and enhance the ability to solve practical problems. This article uses the educational concept and teaching reform of the application type undergraduate college as the starting point. taking the architectural structure course, one of the main courses studied by students majoring in engineering cost in the field of construction in Colleges and universities, as an example, this paper analyzes the problems existing in the teaching of this course. Using the project teaching method, this paper provides new ideas and methods for the application-oriented undergraduate teaching reform of the course of architectural structure from the four aspects of curriculum positioning, teaching goal analysis, curriculum design and curriculum assessment scheme.

Application of High-Quality Nursing Intervention Based on Humanistic Care Combined with the Project Teaching Method in Patients with Acute Leukemia Undergoing Chemotherapy.

Chemotherapy, the main treatment method of AL, can produce varying degrees of toxic and side effects on patients while killing tumor cells, resulting in decreased immune function of patients. We aim to explore the application effect of high-quality nursing intervention based on humanistic care combined with the project teaching method on patients with acute leukemia (AL) undergoing chemotherapy and its effect on their psychological state and satisfaction. 114 AL patients undergoing chemotherapy in the Department of Hematology of our hospital from July 2018 to July 2020 were chosen as the research objects and equally randomized into the experimental group (EG) and control group (CG). CG received routine nursing during chemotherapy, while EG received high-quality nursing intervention based on humanistic care combined with the project teaching method. Hospital Anxiety and Depression Scale (HAD) was adopted to evaluate the psychological state of patients in both groups after intervention, and the self-made nursing satisfaction questionnaire in our hospital was applied to evaluate the clinical nursing satisfaction. The HAD-A and HAD-D scores in the CG (P < 0.001) were significantly higher than the HAD-A and HAD-D scores in the EG after intervention. The scores of various coping styles in the EG after intervention were better than those in the CG (P < 0.05). Compared with the CG, the total nursing satisfaction after intervention was remarkably higher in the EG (P < 0.001), while the total incidence of adverse reactions during intervention was notably lower (P < 0.05). High-quality nursing intervention based on humanistic care combined with the project teaching method for AL patients undergoing chemotherapy can effectively relieve negative emotions, improve clinical nursing satisfaction, and reduce adverse reactions during chemotherapy.

Research on Integrating Ideological and Political Elements into Vocational College Public English on the Basis of Project Teaching Method

Public English course is an important part of vocational college education. Exploring the practice and research of integrating ideological and political elements into vocational college public English teaching is conductive to giving full play to the role of this course. Project-based teaching is a student-centered and inquiry-based teaching mode. Students complete project tasks through cooperation, communication, discussion, and exploration, from which their relevant knowledge and skills, practical abilities and comprehensive capability are improved. Based on the project teaching method, digging out the ideological and political elements in the public English course can develop students’ language skills as well as enrich the vocabulary with Chinese characteristics, and it improves their competence to interpret and spread Chinese traditional culture. Hence, students embrace the sense of patriotism and the international outlook.

The Influence of Project Teaching on The Creativity and Achievement of Students in The Mastery of Social Contents in The Subject of Nature and Society

Creativity is the point where all the contradictions of contemporary social development are summarized, refracted and reflected. That's why the question arises: "Is school a place that (doesn't) encourage creativity?" Creativity as a psychological, social and pedagogical phenomenon has an extremely positive impact on the overall development of a child or, in the case of a school, a student. The project teaching method calls for the school to be open and to connect to a greater extent with the environment that surrounds it, in order to improve students' independence and creativity, self-initiative, responsibility, cooperation, the ability to apply information and communication technologies as well as digital teaching tools as a source knowledge. This article presents the project method as a means of encouraging students' creativity in the teaching of the subject Nature and Society, intended for the 3rd grade of elementary school. By reviewing the relevant literature, and then by experimental research on a hand sample of students, we determined the acceptable possibilities and some effects of the application of this method. At the same time, we also opened numerous questions that should be addressed later in order to further encourage the development of creativity through project-based teaching. Literature Banjai, S., Perrotta, C., Cranmer, S. (2010). Creative and Innovative Good Practices in Compulsory Education in Europe, Collection and Descriptive Analysis of 10 Good Practices of Creativity and Innovation in Compulsory Education in the EU27, European Commission, Joint Research Centre, Institute for Prospective Technological Studies. Luxembourg Publications Office of the European Union.Available at: http://is.jrc.ec.europa.eu/pages/EAP/iceac:html (25.02.2020). Gavrić, Z. (2018). Project teaching - manual for teachers.Klett, Logos, Freska, Belgrade. Gibson, H. (2005). What Creativity Isn't: The Presumptions of Instrumental and Individual Justifications for Creativity in Education. British Journal of Educational Studies, 53/2: 148-167. Guilford, J.P. (1971). The Nature of Human Intelligence. London: McGraw-Hill. Đorđević, T. (2013).Creativity as a professional competence of higher education teachers. Master thesis, University of Niš, Faculty of Philosophy, Niš. Janković, A. (2012). The impact of information and communication technology on the achievements of students in the teaching of nature and society.Doctoral dissertation.Kragujevac: University of Kragujevac. Janković, A. (2015). Contemporary models of obvious teaching in the field of knowledge of nature and society. Novi Sad: City Library. Jukić, S. (2001). Teaching in which the student thinks. Vršac: College for Teacher Education. Jukić, S. (2005). Didactic-methodical fragments. Vršac: College for Teacher Education. Kvaschev, R. (1971). Developing creative abilities in students. Belgrade: institute for publishing textbooks of the Socialist Republic of Serbia. Kvaschev, R. (1981). Psychology of creativity. Belgrade: Institute for textbooks and teaching aids. Maksić, S. (2006).Encouraging creativity in school. Belgrade: Institute for Pedagogical Research. Pavlović, J., Maksić, S. (2014). Implicit theories of creativity of elementary school teachers: a case study, Psychology, Vol.47(4), 465-483. Belgrade: Association of Psychologists of Serbia. Luggage, S. (2018).The project method as a factor in encouraging students' creativity.Doctoral dissertation. University of Belgrade, Faculty of Teachers, http://www.uf.bg.ac.rs/wp-content/uploads/doktorati/Snezana_Prtljaga.pdf read. 27. XI 2022. Šefer, J. (2005).Creative activities in thematic teaching. Belgrade: Institute for Pedagogical Research. Šefer, J. (2012).Creative behavior. In: Creativity, initiative and cooperation, a new approach in education, Part I: 11–42. Belgrade: Institute for Pedagogical Research.

Research on the Application of Project Teaching Method in the Teaching of Landscape Sculpture

Research on the Application of Project Teaching Method in the Teaching of Landscape Sculpture

Research on the Application of Project-Based Teaching of Public English Course in Art Higher Vocational Colleges

Public English course plays an significant role in art higher vocational college education, but there exist certain problems in this course, which is seriously disjointed from the goal of cultivating applied technical talents in higher vocational education. Project-based teaching emphasizes students’ acquiring knowledge and applying it into the real situation to solve problems through accomplishing various project tasks. Students can enhance their overall abilities through the way of “learning by doing”. On the basis of project teaching method, teachers integrate English language knowledge with students’ professional knowledge so that students’ English language skills as well as professional knowledge can be improved, hence the English teaching is greatly upgraded. This research provides some reference for English teaching in art higher vocational colleges in the future.

Application research of project teaching method in the course of safety management of urban rail transit operation

At present, China's vocational education curriculum is in the stage of profound change, project curriculum is an important leading concept of this change. This paper uses the methods of literature, interview and questionnaire survey, based on the investigation and analysis of the current teaching situation of "urban rail transit operation safety management "course, as well as the analysis of the enterprise professional post ability jointly cultivated with it outside the school, and then designs the four teaching objectives, concluding professional quality ability, professional core ability, professional post ability and professional development ability. Based on the specific project, the teaching content and process are reorganized. Finally, the teaching evaluation is optimized to be based on teaching objectives, multi-agent and multi-faceted evaluation, in order to achieve the optimal application of project teaching method in this course.

Practice Exploration of Term Project Teaching Method for Electric Elements of Power Plant Course

On the basis of analyzing the deficiency of the traditional assignment, the term project driven teaching method is proposed for electric elements of power plant. The differences in the content and depth of term project can be tailored to students at different levels. It is good for effectively promoting students to complete their assignments independently, exercising their comprehensive application design ability, and improving the learning effect. Taking the course of electric elements of power plant as an example, the term project research content and specific implementation steps is designed. Through the implementation of the term project, the advantages of the term project driven teaching method and its influence on the subsequent courses and practice of the major are analyzed.

Research on the Application of Project-Based Teaching Reform of Professional English Course under the Cross Border E-Commerce Platform

Due to the fact that professional English courses generally fail to achieve the teaching goal of “learning for application”, based on the teaching characteristics of this kind of courses focusing on skills and practice, this study expounds the application of project teaching method in the course of “cross border E-commerce English”, that is, project as the carrier, English as the medium, professional ability training as the core goal, focusing on the cultivation of operational ability and all-round practical training Classroom teaching realizes the seamless connection between professional skills and job requirements, and enables students to complete various tasks in the workplace.

The mathematical competence of Olympiad participants as an indicator of the quality of mathematical training level

Introduction. The relevance of the research on the formation and assessment of the level of development of competencies in the mathematical educational field is due to the fact that the subject competence of the participant of the Olympiad predetermines his victory in the competition. And the Mathematical Olympiad, as a form of education, has potential not only for the formation, development, but also for determining the level of mathematical competence of its participants. The research problem is to justify the didactic potential of the mathematical Olympiad as a tool for determining the level of mathematical competence of school students. Aim of the study: to theoretically substantiate, develop and specify the content, indicators of mathematical competence of mathematical Olympiad participants Methodology and research methods. The methodological basis of the study is determined by: the activity and competence-based approaches to teaching; a retrospective analysis of psychological and pedagogical studies affecting the formation and development of key and subject competencies of schoolchildren; an analysis of the content of mathematical Olympiads; an analysis of the results of Kyrgyz Republic schoolchildren in international mathematical Olympiads; the study and generalization of the experience of juries of Olympiads. Results. The subject Olympiad forms a competence-based educational environment in which the levels of formation of key and subject competencies of its participants are most fully displayed. The competence-based approach to training in the Olympiad environment is characterized by the formulation of objectives from the point of view of the activity approach to the formed competence. Subject competence is leading in determining the quality of the student’s Olympiad activity. The mathematical Olympiad is one of the effective forms of both the formation and development, and the determination of the level of mathematical competence of its participants. The introduction of presented system for preparing schoolchildren for mathematical Olympiads, using model’s formation of mathematical, informational competencies in the experimental group, led to an increase in students' knowledge of the theory and practice of solving Olympiad problems in mathematics by 12,95%; the qualitative indicator of knowledge of the school curriculum in mathematics increased by 15,25%. The index of absolute indicators in the experimental groups in the theory of Olympiad mathematics was 53,12%, in the methods of solving Olympiad problems – 55,38%. In control groups, these indicators were 41,23% and 42,36%, respectively. The qualitative indicator of exam results of schoolchildren of the Olympic reserve turned out to be 19% higher. The results of the questionnaire survey participants of the Olympiads confirm the expediency of using technology for the development of critical thinking, the project method of teaching, ICT in the process of preparing for the Olympiads, contributing to the emergence of motivation to study an extracurricular course in mathematics in 68% of students, 42% of students showed a desire to participate in the Olympiads. The results obtained confirm our conclusions that the development of the mathematical competence of the participants of the Olympiads is successfully realized only in a situation of continuous Olympiad activity.

Cooperation of subjects of the educational process in the context of project activities

The article describes the essence of the application of project-based learning from the point of view of the formation of competencies. The analysis of scientific literature on the implementation of the project method was carried out; the aspects of professional training of future teachers of the profile "Technological education" were studied. The features of the project method of teaching in the context of the discipline "Additional education for children" are presented. The purpose of the study is the theoretical substantiation of project-based education at a higher educational institution for the development of professional competencies of future pedagogues on the example of developing a practice-oriented project. The methodological basis of the research is the ideas of developmental education, competence-based and active approaches, as well as general scientific methods of comparative analysis, synthesis and generalization. The theoretical significance of the article lies in describing the content of the concept of project-based education at a higher educational institution as a purposeful interaction of subjects to create a product. A theoretical justification for the use of project-based education at a higher educational institution for the formation of competencies is presented. The practical significance of the article lies in the fact that the conclusions and provisions contained in it reveal the ways of organizing project-based education at the higher educational institution for the development of the professional qualities of students in the pedagogical field of training, while the considered preparatory stage of the practice-oriented project "NTI Lessons" clearly illustrates the presented theoretical provisions. The evaluation of the project's effectiveness is simultaneously determined through the analysis of the components of each block, which reflects the quantitative and qualitative relationship between the results of educational activities, professional education and labor activity.

Effects of Project and Demonstration Teaching Methods on Male and Female Students’ Achievement and Retention in Basic Electricity in Technical Colleges

The study ascertained the effects of project and demonstration teaching methods on male and female students’ achievement and retention in basic electricity in technical colleges. Quasi-experimental design; precisely, pre-test, post-test and delayed post-test for non-randomized and unequal groups were used. Four research questions guided the study and four hypotheses were tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. The population of the study comprised of 141 Technical College year II (TC II) students (85 males &amp; 58 females). The project method instructional strategy group had 62 male and 13 female students whereas; the demonstration method instructional strategy group had 20 male and 46 female students. The instruments used in the study were Demonstration Method Instructional Manual (DMIM), Basic Electricity Achievement Test (BEAT) and Project Method Instructional Manual (PMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean with standard deviation for research questions, while hypotheses were tested using Analysis of Covariance (ANCOVA). The study found that both the project and demonstration teaching methods improved male and female students’ performances in basic electricity. However, male and female students taught basic electricity using project teaching method had better academic performance and retention in basic electricity, indicating that project teaching method was more effective on male and female students’ achievement and retention in basic electricity than demonstration teaching method. The researchers therefore recommended project teaching method as a teaching strategy that could reduce the gender disparity in male and female students' achievement and retention.

Comparative Analysis of Project and Demonstration Teaching Methods in Improving Students’ Academic Achievement in Basic Electricity in Technical Colleges

This study determined the comparative analysis of project and demonstration teaching methods in improving students’ academic achievement in basic electricity in technical colleges. The study adopted quasi-experimental design; specifically, pre-test, post-test for non-randomized and unequal groups were used. One research question guided the study and one hypothesis was tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. A total of 141 Technical College year II (TC II) students formed the population of the study. The instruments used in the study were Basic Electricity Achievement Test (BEAT), Project Method Instructional Manual (PMIM) and Demonstration Method Instructional Manual (DMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean and standard deviation for research question, while the hypothesis was tested using Analysis of Covariance (ANCOVA). The study found more improvement in students’ academic achievement when taught basic electricity using project teaching method than when taught using demonstration teaching method. The study therefore showed that project teaching method was more effective than demonstration teaching method in enhancing students’ academic achievement in basic electricity. The researchers therefore recommended among other things that teachers should embrace project teaching method more than demonstration teaching method to enhance students’ academic achievement in basic electricity.

Preliminary Exploration on the Project Teaching Mode of Mechanical Processing Technology Course for Mold Specialty in Higher Vocational Colleges

In the process of education market reform, the mechanical processing technology courses of mold specialty in various vocational schools in China have gradually been widely concerned and valued by the public and educators. Moreover, under the rapid impact of information technology, in order to strengthen the actual teaching effect, the professional teachers of higher vocational schools gradually use the project teaching method, which is mainly to exercise the students' practical application of professional basic knowledge, promote students to feel the charm of professional knowledge learning and professional technology practice in team cooperation, so as to enhance the learning effect of students. Therefore, this paper briefly describes the project teaching method in China's higher vocational mold specialty machining technology course teaching practice strategy, provides professional students with a better teaching environment, and strengthens the comprehensive quality of students.

Analysis of Problems in Application of "Mine Ventilation" Project Teaching

In order to better improve the quality of teaching, from the original teacher-centered to student-centered transfer, it is urgent to carry out the reform of teaching methods and methods. Taking the course of "mine ventilation" as an example, this paper studied the problems existing in the process of implementing project-based teaching, and put forward reasonable and feasible Suggestions according to the problems. This paper discussed the necessity of carrying out project-based teaching research in the course of "mine ventilation". The traditional teaching way and the effect of project teaching method has carried on the contrast analysis, the results show that the project teaching in the course of "learning" of mine ventilation applications have more advantages than the traditional teaching way, mainly reflected in the student's study enthusiasm, significantly improve grades, hands-on practice ability and problem solving skills, etc. This paper analyzed three problems of project-based teaching and put forward corresponding solutions.

Project method as a means of individualization of foreign language learning (on the example of modern greek and its dialects)

In the globalized environment of knowledge-based society, competence and skill development acquires great importance to linking education with the labor market. For this reason, the curricula of many countries are reformed, innovative teaching and learning approaches are implemented, and communication in foreign languages is promoted. In this context, the article attempts to look into project implementation at students and teachers motivation and attitudes toward it, as well as project contribution to foreign language teaching and skill development. Literature review focuses on language education policy in the Greek and European context, project-related learning and teaching approaches, project implementation in the digital era. The present article deals with the method of projects as one of the means of individualization of teaching foreign languages on the example of Modern Greek as a foreign language and its dialects. The author emphasizes that the project method demonstrates a certain set of educational and cognitive techniques that allow to solve a problem as a result of independent actions of students with the mandatory presentation of these results. The article emphasizes the method of projects as a modern pedagogical technology that provides a set of research, search, problem-solving methods, creative in nature. Special attention was paid to the experience of modern educators in Greece and Cyprus on the application of the project method in teaching / learning a foreign language on the example of Modern Greek and its dialects. The research raises concerns, provides guidance for project implementation and opens horizons for further research.

Explore the Enlightenment of Project Teaching Method to Business English Courses

Explore the Enlightenment of Project Teaching Method to Business English Courses

Research on Project Teaching Method of Vehicle Dynamics under the Background of “New Engineering”

Vehicle Dynamics is a compulsory course of vehicle engineering. At present, the teaching method is still dominated by teachers. There are some problems, such as insufficient engineering oriented teaching content, unable to mobilize students’ learning enthusiasm and so on, which cannot meet the training needs of “New Engineering” for engineers. Based on the concept of project teaching, this paper discusses the teaching content and teaching mode of Vehicle Dynamics, so as to improve students’ participation in the course and improve the teaching quality of the course.

Practice and Thinking of Project Teaching Method in Higher Vocational English Teaching

Practice and Thinking of Project Teaching Method in Higher Vocational English Teaching

Research on ceramic tile defect detection based on YOLOv3

Artificial intelligence is a technology that studies, simulates and expands human intelligence theory and related methods, it is the direction of modern and future science and technology development. The teaching methods of artificial intelligence courses are supposed to be different from the traditional teaching methods, but the actual investigation finds that there are still some problems in the artificial intelligence course, such as the single teaching mode, the low enthusiasm of students for studying, and the poor practical ability of students. In order to solve these issues, this paper applies project teaching methods to an artificial intelligence course, through a specific tile defect detection project to analyse. YOLOv3 algorithm is used to detect six kinds of tile defects, and the experimental results are analysed.