Small Class Teaching Research Articles

Reflections on Small-Class Teaching in Veterinary Medicine Undergraduate Programs in China.

As a cornerstone of higher education in China, the quality of undergraduate teaching is crucial for nurturing high-caliber innovative talents that meet the needs of national and social development. Small-class teaching has emerged as a focal point in the reform of undergraduate education and represents an important approach to cultivating top-notch innovative talents. Veterinary medicine is a scientific discipline that encompasses the prevention, control, diagnosis, and treatment of animal diseases. It also involves efforts to prevent the transmission of animal diseases to humans. The training of professionals in this field should emphasize the integration of theoretical knowledge with practical skills. Therefore, small-class teaching facilitates open communication between educators and students, which is instrumental in fostering a new generation of veterinarians equipped with robust professional knowledge, excellent practical abilities, and strong scientific literacy. This paper provides a preliminary exploration into the strategy and direction of small-class teaching within China's veterinary medicine undergraduate programs by summarizing its characteristics, advantages, and existing challenges. The unique traits of veterinary medicine are also taken into consideration during this analysis.

Comparing Effects of Large-Class Teaching and Small-Class Teaching on the Course Objectives of Physics Courses Based on Blended Learning

Comparing Effects of Large-Class Teaching and Small-Class Teaching on the Course Objectives of Physics Courses Based on Blended Learning

From “Extensive” to “Connotative” Development: Modernization of Chinese-Style Education

Highlights The transformation of China's education reform from extensive to connotative development involved a shift from characteristically exogenous and late development to endogenous and spontaneous development. The mechanism behind the shift from rationalism to universalism has resulted in tension between extension and intension in the process of modernization. Reflexive modernity has always existed in historical experience and situations, strengthening the appeal of intension to the right of defining. In terms of the scale effect, the expansion of higher education enrollment made historically significant contributions to the modernization of education in China; however, it also had several disadvantages. China's educational modernization invariably requires solving the problem of large-class teaching and promoting small-class teaching in the process of shifting from extensive to connotative development.

An Exploration of Teaching and Learning Reform in Critical Thinking Courses

Innovation is the display of social progress, but also the basis of the power of educational development. This paper studies and analyzes the teaching and reform of critical thinking course, through the teachers' teaching experience, teaching mode of in-depth investigation and analysis, for effective improvement. Nowadays, in the "teacher-oriented, student-supported" teaching mode, students play a listener, and more to form a "what the teacher teaches, what the student learns" tendency of education, unchanging, which is the role played by the teacher in the teaching process. This is the role played by the teacher in the teaching process. For the students, the class is just a form, only need to listen carefully, take good notes, and even class cannot study, can also be muddle through a class. And this rigid teaching method is not only not beneficial to the development of students, but also seriously hinder the development of students' innovation, thinking and logic ability, so that the demand for talent is not balanced, and finally not conducive to the direction of students' employment. The significance of this paper is to provide a feasible teaching mode and method for educational practice, aiming at elaborating an introductory course based on "point line surface" as the small class teaching mode, guiding students' hands-on practical ability, cultivating students' innovation ability, and stimulating students' enthusiasm in the classroom.

School-Based Sleep Education Program for Children: A Cluster Randomized Controlled Trial

Insufficient sleep contributes negatively to child developmental processes and neurocognitive abilities, which argues the need for implementing interventions to promote sleep health in children. In this study, we evaluated the effectiveness of a multimodal and multilevel school-based sleep education program in primary school children using a cluster randomized controlled design. Twelve schools were randomly assigned to either the sleep education or nonactive control groups. The sleep education group included a town hall seminar, small class teaching, leaflets, brochures, and a painting competition for children. Parents and teachers were invited to participate in a one-off sleep health workshop. Parental/caregiver-reported questionnaires were collected at baseline and 1-month follow-up. A total of 3769 children were included in the final analysis. There were no significant improvements observed in the sleep-wake patterns, daytime functioning, and insomnia symptoms between the two groups at follow-up, whereas the intervention group had significantly improved parental sleep knowledge than the controls (paternal: adjusted mean difference: 0.95 [95% confidence interval (CI): 0.18 to 1.71]; maternal: adjusted mean difference: 0.87 [95% CI: 0.17 to 1.57]). In addition, children receiving the intervention had a lower persistence rate of excessive beverage intake (adjusted odds ratio: 0.49 [95% CI: 0.33 to 0.73]), and experienced greater reductions in conduct problems (adjusted mean difference: 0.12 [95% CI: 0.01 to 0.24]) compared with the controls at 1-month of follow-up. Moreover, a marginally significant reduction for emotional problems in the intervention group was also observed (adjusted mean difference: 0.16 [95% CI: −0.00 to 0.32]). These findings demonstrated that school-based sleep education was effective in enhancing parental sleep knowledge and improving behavioral outcomes in children, but not sufficient in altering the children’s sleep-wake patterns and sleep problems.

Stratified Small Class Teaching and Educational Equity

This paper focuses on the relationship between performance-based classroom teaching and educational equity, with experimental data collected primarily through questionnaires, as it has been and continues to be a popular teaching method in China today. Through surveys and summaries, the stratified small class teaching does undermine educational equity, so in future we should avoid harm and be more rigorous in our use of stratified small class teaching.

Introduction to Blended and Small-Class Teaching in Structural Chemistry: Exploring the Structure and Properties of Crystals

Introduction to Blended and Small-Class Teaching in Structural Chemistry: Exploring the Structure and Properties of Crystals

Approach to Improving the Teaching Effect of General Education Course of Humanities in Research Universities: Taking South China University of Technology as an Example

General education of humanities has been implemented in China’s colleges and universities for nearly 30 years, but so far, there are not many studies on the teaching of general education courses of humanities, among which the study on improving the teaching effect of general education courses of humanities, especially the study based on empirical evidence, although is very necessary, is even rarer. In order to explore the approach to improve the teaching effect of general education courses in humanities, in the past 9 semesters at South China University of Technology, a research-oriented university in China, the author of this paper carried out teaching exploration in a total of 14 large classes, and 23 small classes taught by himself, with 3094 undergraduate students enrolled, in three general education courses of humanities, namely "Anglo-American Literature and Culture", "Selected Readings of English Poetry", and "Tasting Chinese Classics in English", by implementing four teaching modes in classroom teaching: topic+interactive, topic+non-interactive, non-topic+interactive, non-topic+ non-interactive. It is found that topic-centered interactive small class teaching achieves the best teaching effect. At the same time, surveys and investigations conducted by the author of this paper on the teaching of general education courses of humanities at South China University of Technology demonstrate that interactive small class teaching taught by teachers with professor titles achieves optimal teaching effect. It can be thus concluded that the topic-centered, interactive small class teaching taught by a professor is the best approach to improve the teaching effect of general education courses of humanities in a research university. It is expected that the findings of this study will serve as a reference for other research universities in China to improve the teaching effect of general education courses in humanities.

Research on the Construction of Smart Classroom in Vocational Colleges

The “Thirteenth Five-Year Plan for National Education Development” encourages teachers to use information technology to improve teaching levels, innovate teaching models, use flipped classrooms, mixed teaching and other methods to make good use of high-quality digital resources, and form an organic combination of online and offline learning. Promote the learning revolution through teaching reform, actively promote small class teaching, mixed teaching, and flipped classrooms, vigorously promote the construction of smart classrooms, and build a teaching model that combines online and offline.

Exploration and practice of blended teaching in "Introduction to Life Sciences" for non-biology students

In the era of Internet +, teaching models in universities are undergoing changes due to the rapid development of information technology. Blended teaching, combining online with offline teaching, is being implemented and developed in universities. In order to reform teaching mode and improve teaching effect, the curriculum team carried out the exploration of blended teaching reform for the "Introduction to Life Sciences" for non-biology students. The course combined high-level MOOC (Massive Open Online Course), small class teaching, diversified platform and multi-dimensional teaching mode, built a multi-disciplinary collaborative teaching team, formed a multi-dimensional evaluation system focusing on process and ability, practiced the education concept of combining knowledge teaching and value leading, gained valuable practical experience, and achieved the expected teaching results. It can provide reference for the reform and construction of similar courses in other colleges and universities. The development of blended teaching expands the breadth and depth of teaching, stimulates students' interest and potential for learning, opens up students' thinking and perspective, cultivates students' scientific literacy and comprehensive ability, and plays a positive role in the cultivation of innovative and inter-disciplinary talents.

Study and Practice on Small-Class Teaching of Chemical Principles

Study and Practice on Small-Class Teaching of Chemical Principles

Implementing small class teaching in East Asia: Problems and possibilities

Recently, East Asian countries have sought to reduce the size of primary classes, in contrast to current Western perspectives which are based on the argument that other factors are more important in bringing about improvements in literacy and numeracy. This shift in thinking arises because the rationale for class size reductions in East Asia differs from that which influenced previous Western efforts.Initially, the paper explores the consequences of these different approaches and the problems and attempted solutions which arise when class size reductions are implemented. A specific case study is described and key elements in the implementation process identified. Finally, the paper suggests ways that present small class practice might be modified to meet current East Asian educational goals.

Promoting good practice in small classes: Lessons learnt from small class teaching professional development programmes in Hong Kong

Professional development in fostering pedagogical change in the teaching of small classes is an under-researched area globally. This paper sets out to critically examine three separate Government-sponsored professional development courses for in-service primary teachers. We focus on the ways in which in-service teachers experience professional learning and how they perceive the learning from the professional development models as influencing their subsequent teaching. The authors suggest that particular models of professional development are significantly more successful than others in helping teachers to internalise and then implement innovation in small class teaching. Finally, practical steps that school leaders and education policy makers can take to broaden and enhance professional development learning opportunities in small classes are presented.

Stepping up to Teaching in Business: Understanding Teaching Effectiveness for Small Classes

AbstractThis article provides those teaching in small classes in an Australian tertiary environment with some recommendations on how to get started and tips for effective teaching. The focus of the advice is on small class teaching, which is generally comprised of fewer than 30 students. The tips presented are centred on being organised, understanding your content and your students, generating engagement and norms for participation, as well as investing in adaptable skill development. A seven step process to teaching effectiveness is reviewed. These tips provide teachers with foundational knowledge that can be transferred to teaching large classes.

The Practice of Cultivating the Spirit of the Vocational College Student Craftsman in Classroom Teaching

This course is a key tool in the acquisition of professional key skills and professional literacy, and the craftsmanship is the core quality of a highly skilled person. This paper discusses how to cultivate the spirit of craftsman in the course teaching from four aspects: elaborate teaching materials, focus on practical teaching, small-class teaching and change of traditional learning evaluation mode.

The reform of"3+ 2"higher vocational nursing teaching based on"double proof integration"

Objective To explore the effect of3+ 2higher vocational nursing teaching reform on the pass rate of CLEN(Chinese License Examination for Nurses) of the students. Methods The situation of CLEN and the students was analyzed to adjust the talent-training scheme, train the teachers' team, build teaching tests and the core task drive.Meanwhile, PBL, LBL teaching methods, small-class teaching and ratings ofwritten examination + OSCE test + humanitieswas conducted on the basis of MOOC platform to evaluate students' learning ability.The quality-control on the internship was strengthened and the clinical thinking ability and the ability of autonomic learning of the students was developed to improve the test-coping ability of students and the pass rate of the CLEN. Results From 2014 to 2016, the CLEN pass rate of3+ 2high vocational nursing student was increased continuously to 76%. Conclusion The reform of3+ 2higher vocational nursing education based ondouble certificate financingcan effectively improve the CLEN pass rate, help students to achievedouble proofand enhance students' employment-ability. Key words: Chinese License Examination for Nurses; Educational reform; Nursing; Vocational education

Training the computational thinking of medical students in the process of data processing

Basic Requirements of Teaching Basic Courses of Computer in Universities proposed pro-moting reforms to universities' computer basic education, whose core was to cultivate the students' computational thinking ability, infiltrating the essential thinking method of computational science in content and design of the course. Tianjin Medical University distinguished different levels of students according to a proficiency test, implemented graded teaching, introduced MATLAB in the course of program design, and performed modular teaching according to the students' specialties. All courses implemented small class teaching to strengthen the students' ability to apply computational thinking and computer technology to medical practice and introduced network-based test, in order to provide ideas for the teaching reform of computer basic courses in medical col-leges and universities. Key words: Computational thinking; Modular teaching; MATLAB programming design; Modular teaching; Medical University

Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes

Small class size is often used as an indicator of quality in higher education, and some research suggests that instructors in smaller classes more often use activities that are learner-centered and that involve physical and mental activity on the part of learners, such as group work, simulations, and case studies. However, we have little information on how instructors change their pedagogical practice when they teach in large- versus small-class settings. In this study, we examine alignment between intended and enacted teaching strategies, or initial plans and specific ways in which instructors reported altering their teaching in the context of a university policy shift to smaller classes. Furthermore, we examine instructional challenges in this shift to call attention to professional development needs of small-class teaching and to best leverage the benefits of such activities for student performance and retention.

Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching

It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although studies have shown that students benefit from small class teaching, they have failed to identify the benefits as the natural consequences of a simple reduction in class size. As increasing numbers of researchers argue that professional development in small class teaching is more important than a simple reduction in class size, it is timely to determine the factors that affect teachers’ participation in small class teaching professional development programmes and their use of small class teaching after participation in these programmes. This study explored teachers’ concerns about or obstacles to applying their knowledge from professional development programmes to their teaching. Teachers who had participated in a government-funded professional development programme were invited to complete an end-of-programme questionnaire, and 160 valid questionnaires were collected. The initial findings indicate that workplace factors were the most common factors in the implementation of small class teaching.

Talents Cultivation of Outstanding Engineering Based on the Plan for Educating and Training Outstanding Engineers

In order to train outstanding engineering talents, our school proposed the third batch of Plan for Educating and Training Outstanding Engineers (PETOE) for agricultural mechanization and automation. First, PETOE is tried in a small scale, our school set up small class teaching class and equipped with high-quality teachers. Besides, it was encouraging for teachers to carry out teaching reform and establish the school and enterprise double tutorial system. The use of credit requirements, policy incentives and other ways were applied to strengthen extracurricular practice innovation. After several years of implementation, our school has initially formed outstanding engineers training mode with a self characteristics. The inherent law of personnel training is constantly explored. We summarize the successful experience and lessons from the implementation of the PETOE. Innovating agricultural engineering personnel training mechanism make it play its demonstration effect in a large scale.