Specific Teaching Research Articles

Les compétences des enseignants de traduction au XXIème siècle

Abstract In the context of a digital revolution that predicts a change of rules in different sectors of the future economy and in order to comply with the requirements of the extremely changing labor market, the education sector is faced with the big challenge of sustaining teaching quality. Competence-based training (CBT) seems to offer the best way of reaching this aim, but teaching using the CBT model requires specific teaching competences. After publishing a framework for translator and translation competences, the EMT network publishes the Translator Trainer Profile that outlines the competences that translator trainer staff should possess. The School of Translators and Interpreters of Beirut (ETIB) of Saint Joseph University of Beirut, member of the EMT network since 2019, conducted a qualitative research with the aims of identifying the teaching competences required from its teachers. This article exposes the results and the different steps undertaken in this research.

PENGEMBANGAN BAHAN AJAR MENULIS ILMIAH BERBASIS KETERAMPILAN 4C DI PRODI PENDIDIKAN BAHASA INDONESIA UNIVERSITAS BILLFATH,

Teaching materials are the most basic thing to help the implementation of learning objectives. Likewise with the Scientific Writing Techniques Course in the Indonesian Language Education Study Program, FKIP, Billfath University there are no special teaching materials provided by lecturers, this is the reason for this research. The aims of this study include how to develop 4C skills-based Scientific Writing teaching materials, and to determine the feasibility of using 4C skills-based Scientific Writing teaching materials. The development model used is ADDIE development. The stages are (1) analysis, (2) design, (3) planning, (4) implementation, and (5) evaluation. Data collection was carried out using a validation sheet. Data analysis techniques use qualitative analysis by describing. The results of the study stated that Scientific Writing teaching materials were suitable for use based on the results of the validation which contained aspects of: (1) the feasibility of the content of the material, (2) the feasibility of presentation, (3) the feasibility of language, and (4) the feasibility of graphics.

Merits and Issues of Communicative Language Teaching in the Post-method Era

Post-method theory is not a specific teaching method but an approach of foreign language teaching. The Post-method is beyond the level of specific methods and there is no fixed set of teaching methods. Communicative Language Teaching (CLT) plays an important role in cultivating students' communicative competence. With the advent of Post-method era, English teaching in China is gradually breaking the situation of single method and exploring English classroom teaching from multiple perspectives. This study explores the merits and issues of Communicative Language Teaching in China’s English teaching pedagogy from the perspective of Post-method era, and reflects on the application of Communicative Language Teaching from the perspective of Post-method era. So that Communicative Language Teaching can play a better role in English teaching pedagogy in China.

Проблемы обучения слушателей с ментальными нарушениями в медицинском вузе

The article presents the results of a study of personal and emotional states of teachers of the Ryazan State Medical University named after Academician I.P. Pavlov, working with students with mental disabilities. As practice shows, training is associated with a number of problems associated with psychological barriers, both among students with disabilities or disabilities themselves, and psychological and pedagogical ones among university teachers who do not have special training for working in inclusive groups. To identify and analyze these problems in the educational process, as well as the emotional state of teachers, a survey and testing of the teaching staff of the university was conducted. Teachers believe that students with mental disabilities need special teaching aids and methodological developments, video materials and other technical means. It is also important to provide additional psychological and pedagogical training for teachers on the organization of the educational process with persons with disabilities or disabilities in order to adapt and improve the quality of educational work.

Pengaruh Metoda Mengajar Khusus, Praktik Lapangan Kependidikan dan Efikasi Diri terhadap Kesiapan Menjadi Guru

This study aims to determine the effect of special teaching methods, educational field practices and self-efficacy on readiness to become a teacher for students of the 2018 Electrical Engineering Education study program, Padang State University. This research method uses a quantitative approach, meaning that all information or data is realized in the form of numbers and analyzed based on statistical regression analysis. The respondents in this study were students of the 2018 PTE study program who had carried out PLK. The data collection technique used a questionnaire with scoring using a multilevel scale that had been validated by an expert lecturer at the Department of Electrical Engineering before being tested and distributed to respondents. In this study, the number of respondents was 46 people. The data analysis technique used multiple linear regression analysis and hypothesis testing using t-test to determine the partial effect between independent and dependent variables and f-test to determine the simultaneous effect between independent and dependent variables. The results of this study indicate that (1) Special Teaching Methods have no effect on readiness to become a teacher (2) Educational Field Practice has a positive and significant effect on readiness to become a teacher (3) Self-Efficacy has a positive and significant effect on readiness to become a teacher (4) There is a positive influence and the significance of Special Teaching Methods, Educational Field Practices and Self-Efficacy together on readiness to become teachers.

Are they ready? A survey of postgraduate year 1 and 2 surgical house officers.

An online survey was undertaken to analyse the perception of medical school graduates, in postgraduate years 1 and 2, of being ready to work (preparedness) and of managing the demands of practice as a junior doctor on a general surgical attachment. An email-based survey was designed to assess medical school graduates' sense of preparedness, and was sent electronically to all house officers at the beginning of their 3-month attachment in general surgery between December 2020 and December 2021. One email reminder was sent 2 weeks after the initial email with the embedded survey hyperlink. The overall response rate was 50%. Of those, over 90% had accompanied surgical teams on acute calls and over extended hours as a medical student. However, only 50% had ever attended a trauma call or a resuscitation call with clinical teams. Half of the respondents indicated that they would have liked specific teaching on mental and physical self-care, preparation for night shifts and extended periods of duty as well as in prioritisation, delegation and management of workloads. This survey showed that new doctors lacked dedicated teaching in professional behaviours and felt it to be an important part of medical training and preparation for medical practice.

Videofluoroscopic swallow study training for radiologists-in-training: a survey of practice and training needs

BackgroundThere is a lack of formal, published videofluoroscopic swallow study (VFSS) training targeting radiologists, yet radiology senior medical officers and resident medical officers (i.e., radiologists-in-training, known in Australia as “registrars”) are expected to be involved in VFSS interpretation of anatomical anomalies and reporting. This study investigated whether VFSS training is delivered to registrars during their specialist radiology training, whether it is a perceived need and, if so, to determine the desired content for inclusion in a targeted training package.MethodsA cross-sectional, mixed methods study design was used. An internet-based survey was circulated via convenience and snowball sampling to radiologists (both senior medical officers and registrars) and speech-language pathologists across Australia in October-November 2017. Surveys also were distributed to practitioners based in New Zealand and the United Kingdom, as they practised within similar health systems, and it was anticipated they may have similar VFSS training practices. The radiology survey contained 36 questions and the speech-language pathology survey contained 44 questions. Participants were asked the following: (1) Report their current VFSS radiology registrar training environment; (2) Advise whether radiology registrars need VFSS training; (3) Recommend the content, format, training intensity, and evaluation methods for an effective radiology registrar training package. Demographic data were analysed descriptively, and open-ended responses were analysed using qualitative content analysis.Results21 radiology senior medical officers and registrars and 150 speech-language pathologists predominantly based at Australian tertiary hospital settings completed the survey. Most respondents (90.6%) identified that VFSS training is needed for radiology registrars. Only one speech-language pathologist respondent reported that they deliver VFSS training for radiology registrars. Specific content and teaching modalities for a VFSS training package, including diagnosing anatomical anomalies associated with dysphagia were recommended.ConclusionWhile most of the radiologists and speech-language pathologists surveyed did not deliver VFSS training to radiology registrars, they identified that targeted training is needed to improve radiology registrars’ effectiveness and engagement in VFSS clinics. The training package content, format and evaluation methods recommended by participants will inform the development of a VFSS training package targeting radiology registrars to be piloted at an Australian tertiary hospital.

Exploring Self-Compassion among Recreational Dancers: Differences Between Tango and Ballet - Dance Teaching Implications Through Somatic and Embodied Disciplines

Self-compassion is considered a protective factor that promotes positive psychology, happiness, emotional regulation and embodiment. Self‐compassion offers an approach wherein individuals in dance can pursue optimal participation and performance without compromising health and well‐being. The present study aimed to explore self-compassion among recreational dancers and discover possible differences between tango and ballet. More specifically the study examined: i) the levels of self-compassion in recreational tango and ballet dancers; ii) differences in self-compassion according to demographic characteristics; and iii) differences between tango and ballet dancers. The research was based on several adults from various cities in Greece who participated in tango and ballet for recreational reasons during their leisure time. One hundred and ninety-one dancers (20 men and 171 women), between the ages of 17 and 62, completed the self-compassion scale of Mantzios, Wilson and Giannou (2015), which consists of twenty-six items. The answers were given on a five-point Likert scale, while the reliability of the scale was successfully tested. In addition, the questionnaire contained the collection of other data such as demographic characteristics. According to the first aim, the high scores on self-compassion among recreational dancers showed a relationship between self-compassion and dance, and a positive influence of ballet and tango practice. The second hypothesis was partially confirmed as statistically significant differences emerged only between the age groups with those over forty years of age to show higher levels of self-compassion. Regarding the third aim of the research, differences were found between types of dance. Tango participants showed higher levels of self-compassion than ballet participants. Specific dance teaching interventions are discussed based on somatic and embodiment theory, to create healthier mental, emotional and behavioral patterns for dancers, schools, academies or companies.
 
 Received: 2 August 2022 / Accepted: 20 October 2022 / Published: 5 November 2022

Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development

AbstractThe growing use of peer observation in teacher professional development has created an interest in understanding how it is carried out and what the benefits are. Post-observation feedback is a crucial component of peer observation practices. This study seeks to contribute to a better understanding of peer observation feedback in foreign language teacher’s professional development. Adopting a conversation analysis perspective, we aim to establish how the interactional infrastructure is developed between observers and observees after a negative assessment during peer observation feedback. The results show that, when the observer is assessing a specific teaching action negatively and the observee expresses alignment with the observer’s position, the observer adopts an affiliative stance through the use of his/her epistemic expertise in two ways: either putting his/her self in the shoes of the observee or, in other cases, expressing the affiliative stance by appealing to the epistemic community to which they both belong.

A constructivist approach to music education with DAWs

Increased interest in music technology education in recent years has prompted music teachers, technology educators and theorists to reconsider both the human and technical processes rendered by creative work in digital sound media. Music technology learning environments range from more structured classroom learning to informal, autodidactic practices, where student identity and creative agency are paramount. However, there is a need to develop more specific teaching and learning strategies that move beyond basic instructional or blended learning environments for digitally literate students (Darlis & Sari, 2021). This chapter discusses common learning practices of Digital Audio Workstation (DAW) users, and the dangers of superimposing conventional music teaching strategies to music technology when the learning style, participatory culture and multimodal affordances are inherently different. This article draws on a recent study involving a constructivist approach with secondary school students in Aoteaora New Zealand via creatively navigating “blocks” in students’ autodidactic processes. Some findings are reported before some initial ideas of how teachers can incorporate aspects of individual identity (e.g., cultural, social, and political contexts) into DAW learning are offered.

Creativity from constraints: Theory and applications to education

This article advances an integration of the concepts of creativity, constraints, and education, which may appear as a paradoxical combination, and provides both a theoretical foundation and practical applications. The theoretical points are grounded in empirical findings about the role of constraints in creativity and in particular by a distinction between two functions of constraints: exclusionary and focusing. The practical points suggest best practices for the cultivation of creative skills in students, and include a four-step guiding instructional framework. Illustrations of areas in education where constraints play an especially pronounced role in creativity are structured from a broader level of analysis (content knowledge and skills, domain specificity, curricular standards, and discovery learning), to more specific teaching tools (rubrics, the use of examples, and class activities). Although both a school setting and constraints may appear to inhibit creativity, we argue it is possible to promote creativity in the classroom. One way to do so is for educators to implement constraint-based strategies to develop student creativity.

Curriculum and teaching methodologies that effectively refine DNP students' project proposals.

Despite early and continuing development of guidelines and frameworks by scholars and others, including AACN, to streamline the DNP project process, incorporation of DNP project resources into educational practice remains impeded. To share a curricular innovation and specific teaching methodologies aimed at refining DNP students' project proposals. Faculty developed a new DNP project proposal course utilizing low stakes writing assignments with feedback to elevate student learning and performance. Midterm evaluation allowed students to provide feedback and faculty to make course or assignments changes. End-of-course evaluation score showed the new course was above the overall college mean. The new course was associated with an increased number of successful DNP project defenses over previous methods. Implementing a structured DNP project proposal course is a successful and sustainable strategy and results in a streamlined approach and a more manageable pathway to complete DNP projects.

HOW TO EMPOWER ONLINE TEACHING: 12 PRINCIPLES FOR HIGHER AND POSTGRADUATE EDUCATION

The global pandemic COVID-19, which began in 2020, has brought about new challenges to Ukraine’s higher and postgraduate education institutions. Despite the previous experience of providing online education courses, one of the main challenges to these institutions now remains to perform effective online teaching, which requires a proper theoretical and instructional basis. The study aims to outline efficient online teaching principles and best practices of how online teaching can provide effective interaction in the virtual online classroom with the aid of online learning management systems, online educational technologies, and digital learning tools. The article suggests a framework of twelve principles of effective online teaching determined for higher and postgraduate education that is deployed at five levels grouped according to specific online teaching issues (Level 0. Lecturer readiness, Level 1. Course planning, Level 2. Students’ facilitation, Level 3. Course content dissemination, and Level 4. Course feedback). Each identified principle at every level is covered with examples of specific teaching methods and best practices of how it is used to enhance the effectiveness of online teaching in higher and postgraduate education. To perform most effectively in an online education context, every lecturer should use each level from the developed framework and each principle from the level. However, even a partial application of certain principles will increase the efficiency of the online teaching process. The suggested five-level framework of twelve principles will be helpful for lecturers, professors, and other academic staff of universities and institutes of higher and postgraduate education when providing online and distance education.

Investigating basic channel routing matrix using reaper: designing a surround sound 5.1 instruction model for learning

The production and processing of surround sound are only done in the post-production department for movie and home theaters. In our country, there has been no specific teaching on surround sound systems, especially in channeling. We use matrix routing to define the DAW's channel flow arrangement on the soundtrack. Surround Sound spatial sound processing is indispensable for improving film production in Indonesia. Inspired by Dolby Surround, we independently investigated the matrix channeling on the Reaper DAW to identify the specific settings for getting ready audio mixing conditions with a 5.1 surround system. Specific tools are needed to understand large and complex data sets to understand processes. We went through several experiments and time to understand this, collecting observational data through recording and thinking hard until finally, we poured the process into a model of teaching materials. We offer channel patching on some audio interfaces. The design of teaching materials implemented the findings of this study. Furthermore, the teaching material model can be equipped, used, and adjusted to the conditions of the place of study.

Teacher Development from the Perspective of an English Teacher: A Narrative Inquiry

Teacher development (TD) has become an essential pathway for teachers to develop themselves and their teaching, and to enhance their students’ achievement. This study examines a relatively new area that has emerged from the growing body of teacher development literature. It focuses on a teacher’s perceptions and beliefs regarding teacher development values, specifically in five sub-components: teacher development as a moral process; teacher research values; career development values; marginality and advocacy values; and teacher education values in English language teaching. Semi-structured interviews were conducted to explore the participants’ views on, and experiences of, the topics. The data analysis employed an interactive model consisting of data collection, display, condensation, and conclusion-drawing. The results indicate that the teacher undergoes specific teaching and learning processes within each component, contributing to his belief in teacher development. This study also recommends that solid communication and collaboration among teachers, students, and officials lead to a better quality of education.

Redistribution of Basic Medical Science Content During Undergraduate Medical Education Curricular Reform: An Expert-Derived List of Recommendations.

Purpose: Over the past 2 decades, calls for medical school curricula reform have emphasized earlier student exposure to the clinical environment, resulting in shortened classroom time before students begin clinical rotations and compelling careful examination of the context and redistribution of basic medical science instruction across the preclinical, clerkship, and postclerkship periods. 1 Educators aim to both focus preclinical content on that which is crucial for clinical care of patients and to integrate basic science education into clinical experiences. 2 However, there are no clear guidelines on how traditional preclinical instructional topics are best redistributed within this new undergraduate medical education (UME) curricular model. Method: A modified Delphi process was used to produce recommendations that guide redistribution of basic medical science instruction during UME curriculum reform. We performed semistructured inte;, rviews with national UME experts (from institutions that previously underwent curricular reform with a shortened preclinical instructional period) to elicit perspectives on how decisions were made at their institutions. Interviews were transcribed verbatim and thematically assessed. The findings were then condensed into a list of guidelines and distributed to a larger group of national UME educators to gauge their level of agreement with each recommendation. The guidelines were revised based on level of agreement and comments associated with each recommendation, and subsequent versions were redistributed amongst participants for feedback. Guidelines with which at least 70% of participants somewhat or strongly agreed (based on a 4-point Likert scale) were included in the final list of recommendations. Results: We recruited 40 UME educational leaders from 16 institutions in the United States. Initial interviews were conducted with 9 of these participants, after which 31 guidelines were compiled and distributed in survey format. 17/40 (42.5%) participants completed the initial survey, after which 3 guidelines were removed, 5 were added, and 5 were revised based on feedback. 22/38 (58.0%) participants responded to the second survey, after which 33/33 (100%) guidelines reached the inclusion threshold, defined as having at least 70% of participants somewhat or strongly agree. These guidelines were categorized by curriculum decision makers, general design strategies, and topic placement specific to the preclinical, clinical, and postclerkship curriculum phases. Twelve of the guidelines were considered “major” recommendations based on at least 70% of participants indicating strong agreement. Discussion: Amongst the guidelines, there was an overarching emphasis that basic science instruction should be vertically integrated into all curricular phases (preclinical, clinical, and postclerkship) with evidence-based teaching strategies including deliberate spiraling. This vertical integration has known impacts beyond knowledge acquisition including boosts to student motivation, professional identity development as doctors, and transition to independent practice, although these were not explicitly explored in this study. 3 With regard to specific teaching topics, the recommendations emphasize that basic science be taught within clinical context, with acknowledgment that faculty may lose some personal autonomy and historically taught concepts may no longer have relevance in the reformed curriculum. Instructional topics chosen for the preclinical phase should focus on need-to-know topics with an emphasis on the development of critical thinking skills, understanding that more advanced basic medical science topics will be revisited post clerkship. Approaches to accomplishing these goals may include limiting science course teaching to faculty with pedagogical expertise. 4 Significance: While medical schools widely recognize the need to redistribute basic medicine science content across a 4-year curriculum, specific strategies to accomplish this are not currently described. We compiled 33 expert-derived recommendations on how instructional topics can be redistributed during UME curriculum reform when preclinical classroom time is shortened. These recommendations can guide decisions on where components of instruction are best served during curriculum reform at any institution.

Examen psychiatrique des personnes placées en garde à vue en France : une enquête nationale auprès d’un échantillon de psychiatres

ObjectiveAny French psychiatrist can be appointed by the district prosecutor or the judicial police officer to perform medical examination of people kept in police custody. After this examination, the doctor decides whether the person's state is compatible or not with detention in a police station. A medical certificate is attached to the case file. Regarding the high prevalence of psychiatric disorders among people kept in police custody and the large number of mentally ill people imprisoned without having been properly examined, this examination is of particular importance. However, it remains difficult and sometimes tricky. The main objective of this descriptive study is to evaluate knowledge of French psychiatrists about this examination, its goals and limits, and about how to produce a suitable medical certificate. The secondary objective is to identify the variables associated with a good knowledge of this examination. MethodsA questionnaire was submitted by e-mail to a sample of French psychiatrists from March to May 2021. It allowed us to collect data on their socio-demographic and professional characteristics. Then 12 questions were specially conceived to evaluate their knowledge about the psychiatric examination of people kept in custody. Finally, participants were also questioned about their experience in the area of medical intervention in police custody and how they felt confident about performing such an examination. Based on their responses to the 12 knowledge questions, participants have been separated into two groups (“high level of knowledge” versus “low level of knowledge”). The two groups’ characteristics have been compared through a bivariate then a multivariate analysis. Results183 psychiatrists completed the questionnaire (50.8% women and 49.2% men; mean age 47.6; mean experience 18.1 years). The legal frame of the examination in police custody was well known by the participants (>70% good answers), as well as the rules of confidentiality (>80% good answers). By contrast, only 59% of participants knew that the determination of the person's state compatibility with detention in a police station was the main objective of this examination. Nearly all participants knew that it is possible to decide involuntary hospitalizations of people kept in custody (93%), but a less proportion of them knew that all means of hospitalizations, voluntary and involuntary, are possible if needed. Few participants knew the addresses (or even probably the existence) of the second page of the document they need to complete after the examination (the first page consisting in the medical certificate transmitted to the police and the second page constituting the confidential medical record). Having received a specific teaching about forensic psychiatry was the only variable significantly associated with good knowledge of the specificities of the examination in police custody (OR=2.90; P=0.006). The variable significantly associated with poor knowledge was the doctor's experience (OR=0.94; P<0.001). ConclusionThe rules of good practice regarding psychiatric examination of people kept in police custody are not fully known by French psychiatrists. According to the results of our survey (even if these results cannot be generalized due to a small sample size), it appears essential to provide specific education about forensic psychiatry, not only to young doctors but also to all doctors throughout their careers.

Analysis and research on the influence of music on students' mental health under the background of deep learning.

This paper makes a detailed analysis and discussion on the impact of music appreciation on college students’ mental health and the influence of music appreciation on students’ mental health, mental energy and mental structure. There has long been the idea of music promoting people’s mental health, as well as related research in the field of music psychology. For this specific group of primary and secondary school students, it should be said that it is relatively rare to consider using music education to promote their mental health. This paper summarizes the advantages of deep learning over shallow learning, explains the necessity of introducing deep learning, and describes the data representation of deep learning and several typical deep learning models. This study adopts the method of multi-evidence to conduct in-depth research and analysis. On the basis of in-depth study and research, this paper analyzes and studies the impact of music on students’ mental health, so as to lay a foundation for future research on students’ mental health. In terms of influencing factors and strategies to promote students’ in-depth learning, we should apply the research results to specific teaching situations with the help of advanced digital technology, and strive to combine theory with practice. The research shows that college students’ mental health is an important part of quality education in Colleges and universities, and music education plays an important role in the implementation of quality education.

Main Features of Business English Translation and Teaching Model Optimization Based on the Logistic Model.

With the continuous development of global trade in recent years, business English has received more and more attention as a medium of communication. Business English is a branch of English, and in order to meet the practical needs in business, business English is involved in various business disciplines from foreign trade to international logistics, to economics, foreign trade correspondence, law, and so on, which need to be translated in a more targeted manner. Therefore, there are many professional tutorials for business English in the market to guide trade personnel in business English translation. Many scholars have also conducted comprehensive studies on business English translation, some starting from its stylistic features and some focusing on translation skills, but fewer scholars have conducted studies on business English translation through models, and there is still a lack of theoretical basis for how to effectively improve the translation of business English. Therefore, in order to reduce the friction between different cultures in trade, promote business English better, and provide convenience for foreign traders, this study will implement the basic principles of “faithfulness, elegance” in English translation, with the aim of improving the practicality and effectiveness of business English, mainly from the main features of business English translation, and then, in the process of analysis, we mainly use the logistic model to analyze the characteristics of business English translation, including timeliness, professionalism, uniqueness, and diversity. The final analysis results show that the influence of professionalism and diversity on the effect of business English translation is more obvious, and we need to carry out a special teaching mode for these two points. The final analysis shows that professionalism and diversity have a significant impact on the effectiveness of business English translation, and special teaching models are needed to optimize these two points.

Enlightenment of Gagne's Teaching Theory to College Curriculum thought and Politics

As the main position of Ideological and political education, colleges and universities undertake the important task of improving the ideological quality of college students and cultivating successors of socialism with Chinese characteristics. The governance of Ideological and political education in Colleges and universities is an important part of national governance, so it is particularly important to carry out ideological and political education in Colleges and universities. To strengthen ideological and political education in college courses, we should constantly reform and innovate in practice, actively absorb various theoretical ideas, and provide guiding ideology for the practice of Ideological and political education in college courses. Gagne's teaching theory research is to combine psychology with school education and make outstanding contributions to the formation and development of teaching technology. Through the study of Gagne's theory, it is found that Gagne's teaching theory and specific operable teaching design technology have important research value for the development of Ideological and political courses in Colleges and universities. Through the use of literature research, questionnaire survey, qualitative research and other methods, this paper studies Gagne's teaching theory, takes the basic idea of Gagne's teaching theory as the guiding ideology, analyzes the problems and current situation of curriculum ideological and political education in college teaching practice, analyzes its reasons, combines the two, and summarizes the Enlightenment of Gagne's teaching theory to college curriculum ideological and political education. It is of great research value for educators, especially ideological and political educators, to study Gagne's theory in depth and obtain enlightenment from it in order to improve the level of higher education. Based on Gagne's teaching thought, this paper integrates ideological and political education into university classrooms, carries out curriculum ideological and political education, and improves the practical application ability of Ideological and political education in Colleges and universities. So far, many experts and scholars have put forward many opinions on the research of teaching theory as the guiding ideology. Ideological and political education in Colleges and universities is a continuous circular process. Only by continuous research, learning and integration, can we find its pedagogy that meets the requirements of the development of the times, and apply it to education, so that the ideological and Political Curriculum in Colleges and universities should adapt to the modernization of national governance, and enhance the soft power of national governance modernization.