Specific Learning Activities Research Articles

Intrinsic and Extrinsic Motivation in Distance Education: A Self-Determination Perspective

ABSTRACT Motivation activates and sustains one’s behaviors toward a goal, and it is one of the most important factors affecting students’ learning outcomes, especially for online learning. With the widespread of COVID-19, distance education has become more prevalent in today’s universities and colleges. Understanding college students’ motivation in taking online classes becomes more urgent for instructors to prepare, organize, and deliver their teaching materials effectively. This research is built upon self-determination theory to explore how specific online learning activities affect students’ intrinsic and extrinsic motivation and online learning performance. The results suggest that online learning activities may not promote students’ motivation and learning performance if those activities are not well-designed and developed. The learning activities need to be tailored to the specific coursework, and continuous improvements and revisions are necessary to make learning activities more effective in the course delivery. This study also provides evidence that extrinsic motivation could play a more crucial role than intrinsic motivation, and older students could be more self-motivated in online learning environments. Besides, amotivation may be considered a potential measure for the healthiness of online classes.

Using VR to teach safety in design: what and how do engineering students learn?

ABSTRACT Access to interactive, simulated work environments through virtual reality (VR) has potential in teaching safety in design (SiD) to engineering students with reduced risk, cost and inconvenience. However, there is limited understanding of what students learn from immersive VR interventions, or the outcomes from specific learning activities. This study investigated engineering students’ SiD learning in engineering design units at an Australian university. Informed by blended cognitivist-constructivist and situative perspectives, the units embedded static visualisation, dynamic visualisation through VR simulation, and group discussion, within an authentic hazard identification and analysis process. Observational data and student performances were analysed. Students’ hazard comprehension differed by type of hazard and by learning activity. Students demonstrated understanding of SiD processes, terminology, and relevance of these to engineering design. We conclude that VR simulation is an effective learning tool, however the combination of learning elements was important to achieve learning outcomes.

The utility of an interprofessional education framework and its impacts upon perceived readiness of graduates for collaborative practice. A multimethod evaluation using the context, input, process, product (CIPP) model

BackgroundFrameworks in higher education can support strategic curriculum change in complex systems. The impact of these frameworks in achieving their stated purpose is less known. An interprofessional education (IPE) framework and related multi-activity curriculum designed to develop health profession graduates with the requisite skills for collaborative care, was introduced in a large university, across eleven health professions. ObjectiveTo determine the utility of an interprofessional framework and impact upon perceived work readiness for collaborative practice. MethodA multimethod design using the context, input, process, product (CIPP) evaluation model was selected taking a social constructivist theoretical stance. Data collection included staffing allocation to IPE, curriculum audit, and reflections from representatives of all health professions courses offered at the institution. Data was analyzed using framework analysis. ParticipantsInterviews or focus groups were undertaken with academic Faculty (n = 13), recent graduates (n = 24) and clinical supervisors/employers of recent graduates (n = 17). ResultsThe framework assisted the systematic implementation of interprofessional curriculum across the different health courses at the university. Collaborative work-ready learning outcomes were identified in graduates where targeted curriculum had been implemented across all four domains of the framework. Gaps identified in framework implementation were consistent with gaps identified in graduate knowledge and skills related to collaborative practice. The combination of formal university-based IPE and informal workplace learning as part of clinical placements contributed to achieving the desired learning outcomes. ConclusionsThese findings offer insights into the use of shared frameworks to drive specific learning activities related to collaborative practice.

Doctoral clinical psychology student commentary on common myths about CBT: lessons learned for competency-based training

Abstract Effective methods for training and education in the dissemination of evidence-based treatments is a priority. This commentary provides doctoral clinical psychology graduate student authors perspectives on common myths about cognitive behavioural therapy (CBT). Three myths were identified and considered: (1) CBT does not value the therapeutic relationship; (2) CBT is overly rigid; and (3) exposure techniques are cruel. Graduate students were engaged in a competency-based course in Cognitive Behavioural Approaches to Psychotherapy at an American Psychological Association (APA)-accredited doctoral clinical psychology program. The origins of common myths identified by graduate students included a lack of in-depth coverage of CBT and brief video segments provided during introductory courses, lived experience with CBT, and pre-determined views of manualized treatment and exposure techniques. Myth-addressing factors discussed by graduate students included holding space at the start of training for a discussion of attitudes about CBT, specific learning activities, and course content described in this commentary. Finally, self-reported changes in graduate students’ attitudes and behaviour following the course included a more favourable view of CBT as valuing the therapeutic relationship, as well as implementation of resources provided, and techniques learned and practised at practicum settings. Limitations and lessons learned are discussed through the lens of a model of adult learning that may be applied to future graduate training in evidence-based therapies like CBT. Key learning aims (1) To understand common myths about cognitive behavioural therapy (CBT) that doctoral students in clinical psychology hold prior to entering a course in CBT. (2) To understand the possible origins of these myths, factors that may address their impacts, and changes in attitudes and behaviour among graduate students as a result. (3) To examine the lessons learned that can be applied to future training in evidence-based therapies like CBT.

Analysis of Learning Interaction within Online Kinesiology Courses

ABSTRACT The quality of interaction is an essential factor leading to learner satisfaction, academic achievement, learner engagement, and a positive attitude toward distance education. The purpose of this study is to examine different types of interactions within online kinesiology courses. Adopting a multiple case study design with a mixed-methods approach, the researchers analyzed learning activities and categorized them as: (a) learner-content, or (b) learner-instructor, or (c) learner-learner type of interaction. The interview transcriptions added instructors’ rationale for including specific learning activities as supplemental data. The analysis across the courses revealed that there was a similar pattern of interaction regardless of the course content or course instructor and instructors still see their main role as content providers. The findings suggest the need for further studies to focus on the different types of interactions and their effectiveness on instructional settings in online learning environments. Theoretical and practical implications of the findings are discussed.

Therapists' self-assessment of time spent on learning activities and its relationship to treatment outcomes: A replication study.

This study investigated whether therapists' self-assessed time spent on learning activities was associated with treatment outcomes. The study was a replication of Chow et al.'s (2015) study, which showed that the most effective therapists spent more total time on solitary learning activities than less effective therapists. The present study sought to replicate this finding, and it explored the association between 25 specific activities of therapists and clients'treatment outcomes. Also, this study explored which learning activities therapists found most relevant forimproving their performance. In this naturalistic longitudinal study, data from 2424 outpatients who were being treated by 40 different therapists were analyzed using multilevel analyses. Posttreatment scores on the OQ-45 (controlled for pretreatment client variables) were used to measure treatment outcome. The RAPID Practice-D was used to measure therapists'learning and other activities spent with the aim of improving their therapeutic skills. The results showed that the total amount of time that therapists indicated they spent on learning activities did not predict clients'treatment outcomes. Also, no specific learning activities were related to clients'outcomes. Nevertheless, therapists indicated that they perceived several specific activities to be highly relevant for improving their skills. The results showed that therapists'perceptions of how much time they spent on learning activities was not related to their performance. This might suggest that therapists'perceptions of their activities is inaccurate or that they attach value to the wrong activities. It also indicates the importance of not relying solely on the self-assessments of therapists to evaluate a therapist's training and its relationship with outcome.

Delivering forestry courses online: experiences, lessons learned, and future of forestry online education in the Asia Pacific

Innovation in forestry education is needed to address changing contexts of the positionality of forests. This is particularly significant in the Asia–Pacific region, where deforestation and degradation are high. However, the accessibility of high-quality forestry education to address changing regional and global contexts is lacking. A series of innovative sustainable forest management (SFM) open education resource (OER) courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality, curriculum, and research capacity of universities in the Asia-Pacific Region. To evaluate the SFM-OER program in terms of student experiences, this study investigated student achievement, perceived success of the pedagogical approach and instructional design, and perceived effectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020, including the global pandemic. This study revealed that the program attracted diverse student demographics, including a higher proportion of female students majoring in forestry, ecology, and other environmental studies. Their primary motivation to participate in the courses was to gain international experience, followed by the flexibility of online learning, mandatory course requirements, and earning course credits. Students were satisfied with the Canvas learning management system. Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable. Students reflected positively on various learning activities and assignments, such as watching lecture videos, taking quizzes, reading and summarizing, having discussions, and peer review writing. However, they did not clearly prefer specific learning activities, signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings. This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education, while repurposing existing OER courses in a post-Covid-19 era.

The use of Virtual Learning Environment for students effective engagement in the Higher Education Institutions through knowledge management and blended learning'

The purpose of this paper is to examine the continuously growing use of Virtual Learning Environment (VLE) for students’ effective engagement in Higher Education Institutions (HEIs) through knowledge management (KM) and blended learning (BL). Digital technology has transformed teaching and learning in such a way that VLE became indispensable part of HEIs to effectively engage students through blended learning. COVID-19 pandemic has severely affected organisations worldwide including the HEIs as institutions were compelled to close their campuses in response to lockdowns. The HEIs have responded with greater agility to transform campus teaching into virtual learning. VLE is relentlessly evolving in terms of scope and application while HEIs are renovating themselves in parallel ensuring a practical online platform for digital revolution. In this study, the identified research gap is determined to assess the level of students’ engagement in their higher education through KM and blended learning specifically using virtual learning activities. A cross-sectional quantitative methodological approach is employed to assess the use of VLE on students’ engagement through KM and blended learning. The students’ effective engagement is assessed by employing the research arithmetical analysis method based on five demographic factors including their “age, gender, field of study, ethnicity, and mode of study programme”. The collected data is systematically analysed to validate students’ cognitive, emotional, and behavioural engagement through KM and blended learning practices. The effective students’ engagement through KM and blended learning questionnaire ‘KMSEBL’© is industrialized, comprising of five essential demographic factors “age, gender, ethnicity, field of study, and mode of study”, containing 12 close-ended substances under three main dimensions to assess students’ effective engagement including ‘students’ cognitive, emotional, and behavioural factors. The data outcome is later evaluated applying the Differential Item Functioning (DIF) analysis, which indicates that students’ various groups and sub-groups responding in a different manner in context of elevated substances. The research result approves the role of technology innovation for enhanced students’ engagement in higher education through KM and blended learning practices. However, the future research will investigate what specific KM and blended learning activities are essential in engaging students from diverse demographic, geographic, psychographic groups.

ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL LEARNERS: IN SEARCH OF CAUSES AND SOLUTIONS

In the last few decades, foreign language speaking anxiety (hereafter, FLSA) has been a debatable investigative issue among linguists and TESOL practitioners. One of the most salient factors is it generates an incapacitating impact for speakers to communicate orally in English as a foreign language. However, delving learning activities as a cause of FLSA and its solutions, notably in Indonesian secondary school level remains scarce. To fill the void, this study scrutinized the specific learning activities causing learners’ FLSA in the classroom and the solutions to resolve them. Three junior high school learners were recruited as the participants. The data were collected through semi-structured interviews and analyzed thematically (Braun & Clarke, 2006). On the one hand, the findings outlined that the students suffered from FLSA when they engaged in questions and answer session of the classroom English language learning activities and speaking performance activities. On the other hand, the solutions of such FLSA encompassed focusing on the learning process and ignoring the disruptive behaviour of their classmates. Pedagogically, creating a less anxious atmosphere of learning English speaking practices enables students to successfully acquire English language skills (e.g., speaking) and adapt to appropriate social and academic milieu.

Supporting the well-being of new university teachers through teacher professional development

Over the last decades, changes within higher education have created increased pressure and uncertainty for academics, increasing their risk for cognitive, behavioral, physical, as well as psychological issues due to high job demands. Specifically, for new academics in teaching roles, their lack of knowledge and skills can contribute to a negative effect of these job demands on their well-being. This study therefore explored how teaching-related professional development programs can enhance new university teachers’ well-being, through semi-structured interviews with 10 university teachers participating in such a program at a mid-sized Dutch university. We pay special attention to the relationship between specific learning activities integrated in the program (such as learning communities, formal workshops, and reflecting) and various dimensions of the psychological model of well-being by Ryff and Keyes (such as self-acceptance, autonomy, environmental mastery, and positive relationships). Using co-occurrence analysis and content analysis, we found that different learning activities had distinct relationships with different well-being facets. For example, formal workshops were mainly related to environmental mastery, a purpose in life and personal growth, while reflecting seemed to be especially connected to teachers’ self-acceptance, and participating in a learning community was mainly related to positive relations with others and personal growth. Our findings have implications for research on teacher well-being as well as for the design of professional development programs for higher education teaching staff.

Learning to Care: Faculty Perspectives on Developing Empathy and Inclusive Mindsets in Biomedical Engineering

While we all have our own circumstances and experiences, being able to empathize is critical to recognizing injustice and considering the viewpoints of others in the community. In the human-centric field of biomedical engineering (BME), empathy is imperative to creating inclusive devices or equipment that are equally accessible to all who need them. To learn more about the importance of empathy in the discipline and the learning activities that can be used to promote it, we leveraged qualitative methods and interviewed six BME instructors and course coordinators. We applied Zaki’s framework of empathy as the theoretical foundation for our investigation and analysis, which considers cognitive, emotional, and motivational factors. In this study, we sought to address: (1) The need of empathy for BME students; (2) The need of empathy for BME educators; and (3) How specific learning activities can be used to appreciate and imbue empathy. The analysis resulted in six themes, and the findings illustrated that empathy was considered important for students’ personal and professional development. It can promote intercultural awareness, leadership, and may drive students to think and care about others and take action. Faculty perceived empathy as necessary for themselves as well and they described developing it over the course of their careers as they interacted with students and learned about the issues they faced. In turn, they mentioned how their own empathy served to strengthen their approach as educators, their interpersonal relationships, and their awareness of students in distress. We identified multiple learning activities which can foster empathy in students. Examples include writing personas to enhance perspective-taking or allowing students to share their own narrative to strengthen communication for the speaker and active listening and compassion from those hearing the stories. Requiring students to shadow physicians or conduct interviews with those that will use their products can serve to build compassion and help students to think about others. However, to impact values and mindsets such activities should not just be inserted at a single time point, but instead, should be considered throughout the BME curriculum. The findings from this work not only encourage professional development of BME students and their ability to solve problems addressing the needs of real people, but they also speak to the value of empathy for individual growth and considering diverse perspectives.

Student Centric Approach of the Content Based Instruction and Instructional Scaffolding

Teaching English as a second language expedites the probability of teaching English language in the utmost trying situations. The process of language instruction of English, as a second language. is a highly demanding skill. A number of challenges arise during the process as second language learners have fewer linguistic resources in the language of instruction. Content-Based Instruction lays a stress-free interactive platform for English language learners. Scaffolding students' learning is a possible way to overcome certain tasks that learners come across. Content-Based Instruction oriented teachers hold key responsibility for the implementation of language learning in a classroom condition. The English language is used as an instructional language not only to teach English language lessons in classrooms but also functional in delivering other subjects. The article deals with the English language learning principle through Content-Based Instruction along with the collaboration of scaffolding. The goal of the study mainly rests on the factors responsible for the successful implementation, the strategies, the prospect, and the advantages of language learning through the approach. Content-Based Instructors function as scaffolds offering support to the students to create more specific learning activities. Using scaffolding, Content-Based Instruction can approach the English language learners to promote themselves from what they are capable of doing at present to what they will be able to do later. Scaffolding is a promising teaching technique. It is an interaction promoting tool that promises to enhance speaking skills in second language learning English students. This paper intends to prove the usability features of scaffolding teaching technique in Content-Based Instruction promoting English language teaching, the characteristics and critical features of scaffolded Instruction, methods of instructional scaffolding, and the challenges and benefits of instructional scaffolding. The article ponders upon the importance of time and the preparation of the course of study undertaken by this technique and throws light on how the language facilitators face the challenges like the choice of the topic till the content reaches the language learner and is expected to go an extra mile in imparting the English language learners.

Elements and Determinants of Professional Identity During the Pandemic: A Hermeneutic Qualitative Study

Phenomenon : The construct of professionalism in undergraduate medical education is a core outcome that is included in the wider concept of professional identity formation. The former is grounded in the more general concept of identity, intended as an internalized set of role expectations. Some have proposed frameworks based on psychological or sociological approaches, but empirical research is still scarce and often limited to the exploration of the role of specific learning activities. The pandemic imposed adaptations that produced an artificial setting for a social experiment, suitable to observe how the deprivation of the social component of a student’s life, such as in presence teaching and practical training, unveiled the elements and determinants of the developing identity of medical students. Approach : This research was the extension of a previous phenomenological study about medical students’ lived experience of distance learning during the lockdown phase in Italy. We adopted a hermeneutic approach to furtherly deepen the analysis of the phenomenon at stake, in dialogue with the relevant literature. Eight 6th year medical students underwent an in-depth interview, themes were inductively generated and used to identify elements and determinants of the developing identities. Findings : Four themes developed, synthetized in the overarching theme “From crawling to standing on your feet and walking toward an uncertain future”. The themes were: “social places and practices that make me feel like a student and a medical student”, “toward self-regulation”, “an emotional journey”, “threats to the identity”. The elements of the perceived identity as a medical student were autonomy and learning self-regulation, professional knowledge, competence, and sense of belonging to a community. The determinant factors which influenced the identity as a medical student were living environment, learning spaces and architectures, the social networks, the attendance of the healthcare facilities, the relationship with teachers, the social acknowledgement as a medical student, and as a doctor. Insights : It was possible to identify the generation of both constitutive elements of identity and determinants influencing identity development and this distinction is an added value of the research. According Gilles Deleuze’s concept of “empty square” (the sudden lack of an object one used to have at hand: sociality in this case), this research highlighted the ambivalent nature of identity. Individualization and socialization are the “uneven sides” of that same paradoxical object which is identity.

Neurosurgery Lectures Benefit from a Flipped Class Approach

In a flipped classroom, students learn lecture material before class and then participate in active learning during in-person sessions. This study examines preferences for flipped classroom activities during a neurosurgery presentation on traumatic brain injury. Two hundred twenty-five third- and fourth-year medical students on their core neurology rotation watched an online podcast about traumatic brain injury before meeting for in-person, active learning activities with a neurological surgeon. Before and after the class, students were given rank-based surveys with an optional section for comments. The initial survey assessed preference for specific active learning activities, and the final survey assessed satisfaction with the experience. The students also answered an online 20-question postlecture test as part of the standard neurology class assessment. Every student scored over 90% on the postlecture test. Of the 81 students who answered the first survey, most students (83.95%) strongly preferred or preferred case scenarios with group discussion. The average Likert score for case scenario preference (4.37/5) was significantly higher than the score for all other activities (P<0.05). Of the 207 students who answered the second survey, 80.19% of students reported that they would probably or definitely like to see more flipped classroom activities. Medical students highly preferred case scenarios because according to their comments, this method was relevant to real-life situations and led to higher information retention. This information suggests that the flipped classroom model for neurosurgical-based lectures is preferred, is beneficial, and should incorporate case scenarios. This methodology may also apply to neurosurgical residency training.

Relation between digital tool practices in the language arts classroom and reading comprehension scores

Concerns about the negative effects of digitalization on students’ reading comprehension, empirically backed by recent meta-analyses, question the efficacy of digital tools in the language arts classroom. By analyzing data from 4 and 8th grade US students from NAEP 2017, we aimed to test the generalization of the negative association between screens use and reading comprehension test scores within language arts classrooms, and to identify teachers’ practices to support comprehension, which could reduce such a negative relationship. We used data from 149,400 4th grade and 144,900 8th grade students to predict their reading comprehension scores based on their frequency of use of digital devices in the language arts class, as well as on the specific learning activities performed with such devices. Results revealed that amount of daily use of digital devices was negatively related to scores on a reading comprehension test. In addition, teachers’ uses of digital tools to support students’ reading comprehension showed positive relations for student use of digital devices for reading projects, and negative relations for activities addressing specific reading skills, such as building and practicing vocabulary. We discuss these results in light of our current understanding of the effects of digitalization on reading.

Assessing the Effectiveness of Competition-Based Learning Winning Video as a Pedagogical Tool in Preparing Business Plan among Accounting Undergraduate Students

The competition-based learning model is one of the pedagogical methods employed by educators in universities to overcome learners’ shortcomings in their knowledge acquisition. This model can be implemented during the Covid-19 pandemic. Using the competition-based learning model, a specific learning activity was conducted via the business proposal pitching video competition for the course of Strategic Management. The winning video has been utilized as reference for future students in preparing business plan. The objective of this paper is to examine the effectiveness of using the competition-based learning winning video as a pedagogical tool for preparing the business plan in the Strategic Management course during the Covid-19 pandemic. The questionnaire was particularly developed using Google Form and distributed to all 41 students from the Bachelor of Accountancy Program, Universiti Teknologi MARA, Sarawak Branch, who underwent the course in Semester March - August 2021. Based on the descriptive results, 70% of the respondents agreed that the winning video was effective for preparing a business plan. In addition, this effective and self-reliant learning supports a self-directed and regulated learning system among accounting students. The advanced technology necessitates learning from winning video. This paper contributes to new knowledge in the area of accounting education, particularly assessing the effectiveness of the winning video as a pedagogical tool for preparing business plan in the accounting program during Covid-19 pandemic.

Supporting emergent modelling by implementing model eliciting activities: the case of 3D-Euclidean geometry

ABSTRACT This paper reports on a teaching experiment on mathematical modelling in an upper secondary school class that investigates how the constructs of model eliciting and emergent modelling may be brought together to inform teaching and learning. A prominent role is covered by the process of task design, seen as a complex process that involves several steps: the explication of a learning goal, the formulation of hypotheses on students’ learning, the design of specific learning activities. The study provides a case study of how model eliciting activities that start from rich context problems could play a central role to support emergent modelling. This result can be attributed to a combination of several factors: the choice of a rich context problem that stimulated students to elaborate formal mathematical concepts mathematising their informal solving strategies, and the use of a suitable artefact, that presented mathematics as a means of interpreting and understanding reality.

COVID-19 catalyst: emergent pedagogies and a DIAgram framework

The global COVID-19 pandemic has delivered extraordinary challenges across geographies as well as practices, and clearly academia has not been spared. While the events of 2020 and 2021 have revealed some limits to teaching in the ‘old (pre-pandemic) normal’, technology-supported pedagogies have been emerging for several years. This pandemic has been a potent catalyst, not only for ad-hoc adaptation, but potentially for long-term change and improvement. The ‘old normal’ is now long passed, and approaches to learning and teaching continue to explore new ground. This article draws on the work of Built Environments Learning + Teaching (BEL+T), an academic group within the Faculty of Architecture, Building and Planning at the University of Melbourne. The BEL+T group applies creative problem-solving and design-led approaches, evidence-based research methodologies and project-focused consultancy to improve teaching quality and student engagement in built environment disciplines. The following sections introduce a learning design framework – the Delivery, Interaction, Assessment (DIA) framework – which was developed by BEL+T as a tool to communicate with and support staff throughout 2020 and 2021, and continues to be used to support teaching efforts. The translation of the elements of the DIA framework and its related ‘DIAgram’ to specific learning activities are presented in the following sections ‘on the (virtual) ground’. Some emergent pedagogies for virtual learning environments (VLEs) are outlined, exploring relationships between students, teachers, objects, sites and VLEs for learning, alongside implications for teacher presence and performance online. These key factors have influenced online approaches both before and since the onset of the pandemic. They deliver implications for emergent hybrid approaches such as dual delivery and blended synchronous learning, which are in turn driven by the needs of a still-distributed student cohort and the challenges of ongoing unpredictability.

INTEGRATION DOMINANCE IN MODERN PRIMARY SCHOOL EDUCATIONAL PROCESS: PSYCHOLOGICAL AND PEDAGOGICAL ASPECT

The article theoretically substantiates the transition to an integrated educational process in primary school due to its modernization, primary school children’s psychophysiological characteristics, the integrity of their worldview, and socio-cultural needs. The influence of integration processes on all spheres of a primary school child’s psyche, namely intellectual, emotional, motivational, and demanding, is revealed.&#x0D; The author notes that designing the implementation of an integrated approach in the educational process, we assume that it should be focused on a child’s holistic development and their adaptation to a modern dynamic society. It should be based on every child’s abilities, and promote personality development. Under this approach, the training content involves knowledge acquisition and its direct practical application in search and independent activities. The learning process becomes problematic and creative so that pupils can progress at their own pace, depending on their abilities, interests, and needs. A pupil becomes a real subject of the educational process. A teacher acts as an organizer of learning, a consultant who provides individualization of learning in form and content. Systematic use of specific integrated learning activities, which are aimed at cognitive abilities development, expands children’s worldviews, promotes their mental development, allows them to confidently navigate the laws of reality, and actively use the acquired knowledge in everyday life.

Research on the Development and Application of Task - Based Teaching Method———Taking the Comprehensive Japanese Teaching of Senior Japanese Majors as an Example

With the deepening of the new curriculum reform, in order to meet the actual needs of students at all levels in senior Japanese teaching, teachers should guide students to master more Japanese knowledge and skills, and the penetration of methods. Whether Japanese vocabulary or Japanese short stories, they should carry out practical education in the classroom. Teachers need to implement task-based teaching mode, which can make students’ oral English more fluent and language more accurate, and let students consciously integrate into specific learning activities, so as to ensure the efficiency of classroom activities and promote the smooth progress of activities. At present, the task-based teaching model has been unanimously recognized by all education departments in China. Taking senior Japanese majors as an example, this paper expounds the advantages of task - based teaching method, how to combine task - based teaching method to improve students ’ learning enthusiasm and teaching effect of senior Japanese, and puts forward some suggestions for reference.