Teaching Culture Research Articles

Integration Strategies of Sports Culture in Ethnic Areas and Volleyball Teaching in Colleges and Universities

Abstract The integration of ethnic area sports culture and college sports teaching in the multicultural environment is the inevitable development of education and teaching in the new era. This paper combines the analysis of the impact of the school sports curriculum in a multicultural environment and the form of development of sports culture, combines the sports culture of ethnic areas with college volleyball teaching in order to promote the implementation of sports ideological and political education in colleges and universities and to realize the development of differences and unity in the context of multivariate evaluation of college volleyball teaching. Combine the objectives of college volleyball teaching with the national sports culture to construct the volleyball course content system. Propose methods for training teachers, create a knowledge map of college volleyball teaching materials, and use the enhanced TF-IDF algorithm to extract keywords and increase volleyball teaching resource allocation. Statistics of volleyball teaching in colleges and universities integrating national sports culture, analyzing the influence of learning atmosphere*teaching level, learning atmosphere*attention on the cultivation of national sports culture. Combine the improvement of volleyball skills, physical quality, and independent learning ability before and after teaching to analyze the advantages of college volleyball teaching that integrates ethnic sports culture. The overall mean value of “the current situation of volleyball teaching integrating ethnic sports culture” is 8.97, which is at a good level. In the three dimensions of learning motivation, learning process, and learning outcome, the P-value of the experimental class and the control class is less than or equal to 0.05, which indicates that the students in the experimental class are better than the students in the control class in the three dimensions of independent learning ability in sports. Volleyball teaching that integrates the sports culture of ethnic regions has the beneficial effect of promoting the development of sports culture as well as enhancing the development of students’ volleyball skills.

The Place of Culture in EFL Teaching: A Succinct Overview

The incorporation of cultural elements in a foreign language (FL) classroom has been a subject of interest for many scholars over the past decades. The literature clearly demonstrates the widespread recognition of culture’s inevitable emergence in foreign language instruction. Nonetheless, there is a belief that culture should be instructed in the same way language is. Therefore, this short review provides operational definitions of culture within the field of education while shedding light on the distinction between objective culture and subjective culture. Furthermore, it explores the inseparable connection between language and culture. This paper stresses the significance of teaching culture alongside language, highlighting its natural emergence in an English as a Foreign Language (EFL) setting and the need for a purposeful and structured approach to teaching it. Moreover, the review suggests techniques and methods for instructing cultural aspects in an EFL classroom, particularly in the context of today’s interconnected world.

Analysis of the Integration Path of Chinese Traditional Culture in College English Education and Teaching under the Background of Big Data

Abstract The cloud platform teaching system utilizes the optimized load balancing algorithm and DP algorithm to allocate and cluster massive teaching resources respectively, organize massive Chinese cultural knowledge scientifically and rationally into relevant network modules, and present it to English learners in a combination of graphic and text, audio and video. By investigating the selection of resource content and the quality of each functional module on the cloud platform, it can be found that the five primary cultural contents are generally well balanced, with the two that account for the most significant proportion of the content being cultural practices and cultural products, and the proportion of the other three varying little. Most students preferred the functional modules of Learning Center (84.3%), Resource Center, Extracurricular Paradise, and PK Pavilion, but only 12% preferred the Psychological Center module. The correlation coefficient between different factors and the intensity of Chinese culture penetration is the highest, 0.924. The average score of the degree of realization of the five teaching objectives in teaching practice is 3.838, close to “basically realized”. The scores of the four major dimensions of the university students increased significantly (p<0.05). The most significant improvement was seen in the quality of thinking dimension, with a mean increase of 2.678 points.

The Promotion and Dissemination of Chinese Excellent Traditional Culture in English Teaching in Colleges and Universities under the Background of Informatization

Abstract The growing strength of China’s national power and the rapid advancement of the country’s foreign development make the country pay more and more attention to the development of Chinese excellent traditional culture education. Integrating Chinese excellent traditional culture into English teaching in colleges and universities can help to inherit and promote Chinese excellent traditional culture. This paper explores the path of integrating excellent Chinese traditional culture into English teaching in colleges and universities based on the background of informatization and designs a digital English teaching method of traditional culture based on somatosensory interaction with regard to the carrier of traditional culture teaching materials. The method was adopted for English teaching practice, and the effect of traditional culture dissemination was analyzed from three aspects: cognition, attitude, and action. A questionnaire survey on students’ interest and willingness to learn was conducted, and the results showed that students’ interest and willingness to learn traditional culture increased dramatically after digital English teaching of traditional culture based on somatosensory interaction. By comparing the students’ English scores with the pre and post-tests, the average of the student’s total scores before the implementation of the teaching case is 45.631, and the average of the total scores after the implementation of the teaching case is 68.521, and the student’s scores are significantly improved. By analyzing the effect of traditional culture dissemination, the digital English teaching method of traditional culture based on somatosensory interaction designed in this paper can effectively promote and disseminate excellent Chinese traditional culture.

The Significance of Blended Learning, Culture, Learning Style, and Artificial Intelligence (AI) in Teaching and Learning

The Significance of Blended Learning, Culture, Learning Style, and Artificial Intelligence (AI) in Teaching and Learning

Insiders’ Voices: The Case of Informal Teacher Leaders in Lanao del Sur, Philippines

As part of the continuing efforts to contribute to the literature and studies on informal teacher leadership, this study aimed to explore and investigate the case of informal teacher leaders in Lanao del Sur and proposed an informal teacher leadership model generated from the findings. This study utilized a qualitative approach and employed a case study design. To holistically understand the case, twenty-four informal teacher leaders from different secondary schools were purposively identified and recommended to participate in the study. The data were gathered through focused-group interviews, personal narratives, and observations and were analyzed through Thematic Analysis. The findings unveiled that leadership and informal teacher leadership are defined as a skill or a process of mobilizing people toward attaining goals. The findings also discovered developed leadership attitudes and skills essential for effective and successful leadership. Besides, these informal teacher leaders encountered conditions that encouraged or discouraged them from taking leadership roles and accepting additional duties and responsibilities. From these findings, an informal teacher leadership model was generated. This model could be adopted and properly implemented to formally recognize and increase informal teacher leaders, nurture and harness their potential, and motivate them to take leadership roles because they foster a culture of collaboration, innovation, and continuous teaching and learning improvement in schools.

Case Study of College English Listening Course by Foreign Teachers

More and more foreign teachers are employed in China to teach English since they have the natural advantage of native language. More often than not, the major courses taught by foreign teachers are English speaking and listening. A large number of facts and studies show that foreign teachers have the advantages of language and culture in oral English teaching, and have achieved some positive results. Whether in public or private education, foreign teachers are very popular with children and parents. There is no exception in our university, where some foreign teachers are employed to teach English listening and speaking for non-English majors and various courses for English majors. Through questionnaire and interview, this study investigates the satisfaction of foreign teachers’ listening class, and finds out the reasons why foreign teachers' listening class is popular. At the same time, classroom observation and discussion with teachers and students are conducted to explore the advantages and problems of foreign teachers’ instruction in English listening course, as well as the analysis of teaching effect, with the purpose of providing some reference for the instruction of college English listening course.

Образовательные технологии: осознанная или навязанная необходимость?

The problem of effective and conscious use of modern educational technologies by university teachers as a means of improving the quality of education, the formation of different groups of skills (hard skills, soft skills, self skills) is posed. Based on the problematic analysis of the reports of the heads of departments of one of the universities on the use of technology by teachers, the following effects are highlighted: the “effect of false recognition” of specific technologies, the effect of “professional distrust” of educational and developmental capabilities of technologies, the effect of a contradiction between the subject content and the teacher’s choice between a special teaching method or an educational technology. The problematic points in the organization of joint educational activities at the university due to these effects are highlighted: distortion of the technological chain, the use of technology only at the final stages of studying the topic, the weak influence of the developing capabilities of technology on students, a low level of teaching culture and methodological activity. The inability of a teacher to choose, analyze and reconstruct educational technologies for their professional and personal tasks is, according to the authors, a manifestation of the anthropological deficit of education, which is characterized by the “exclusion” of a person from their education. Educational technology is interpreted as a didactically culturally designed way of organizing joint educational activities, which allows the teacher to achieve subject, meta-subject and personal learning outcomes. It is concluded that it is the teacher that must come to the need to use it: technologies imposed from above consolidate the “educational alienation” of a person from their educational reality and do not allow them to influence their own educational and professional activities.

A Systematic Review on Teaching Physical Activity in Elementary School Physical Education

PURPOSE This study analyzed research on physical activities for elementary school students 1st and 2nd-graders to explore teachers’ perceptions and instructional practices in physical activity classes.METHODS Twelve studies published in academic journals conducted between 2000 to 2022 were selected for analysis.RESULTS The research articles were categorized into three domains: perception of physical activity in lower grades, operational features, and factors influencing practices from a didactic perspective. Challenges identified include dilemmas between curriculum documents and actual practice, a lack of practical teaching expertise, and a teaching culture discouraging physical activity in lower grades. Operational patterns were restructured into “avoidance-style classes,” “ad-hoc classes,” “textbook-dependent classes,” and “textbook-reorganization classes.” Factors influencing physical education for early elementary students included “teacher support factors,” “environmental factors,” and “administrative factors.”CONCLUSIONS In conclusion, this study advocates for policies that systematically improve perception, administration, and support classes for activating physical activities in lower elementary school students. The findings suggest the need for strategies such as adapting integrated curricula, creating training programs and educational materials, ongoing professional development activities for teachers, and specific research focused on physical activities for lower grade elementary students.

Subject Confirmation and Action Improvement of Primary and Secondary School Teachers in Wisdom Education

Under the current background of wisdom education, the meta-universe has expanded the boundary of education, updated the form. of education, refined the results of education, and made teachers become “learners”. Wisdom education has brought the role, ability and teaching problems to primary and secondary school teachers, and there are symptoms of maladaptation. In accordance with the principle of “Survival of the fittest”, primary and secondary school teachers in wisdom education should be recognized as the main body to form. a leverage role: We should take the initiative to find the balance between virtual and reality, make full use of digital resources, master digital means, make a leap in professional and technical skills to realize the transformation of curriculum, and enter the field of culture in teaching and education, the correct path of action improvement should be followed. This research focuses on the subject status of primary and secondary school teachers' subjects, using the method that combines discursive and empirical evidence to focus on primary and secondary school teachers' “Technology vertigo”, “Technology obsession”, “Technology exclusion” and “Technology iteration” in the context of wisdom education, aiming to keep pace with the Digital Darwin era, so that the primary and secondary school teachers can embark on the path of technology development and follow the principle of “Survival of the fittest”, so as to conform. to the correct path of wisdom education and carry out the evolution in accordance with the objectives and laws.

THE APPLICATION OF CROSS-CURRICULAR COMPETENCES IN THE TEACHING OF PHYSICAL AND HEALTH EDUCATION SUBJECTS IN THE CONTEXT OF EXTERNAL EVALUATION OF SCHOOLS

The aim of this work is to direct advocacy activities in the field of education for the application of the Reference Framework of Competences for Democratic Culture (RFCDC) in teaching and extracurricular activities, especially in the subject of Physical and Health Education. The problem discussed in the paper is under-researched in literature worldwide, although it is relevant for all stakeholders involved in formal and informal education, including decision-makers, teachers, teacher education experts, and experts in the development of teaching and learning programmes. The authors opted to review materials and manuals in order to reflect on democratic competences and their application in the teaching of the subject Physical and Health Education, through the method of analysing the results of external evaluation. We expect this paper to be the basis for further professional and scientific analysis, so that the subject of Physical and Health Education may be given a role that makes it comprehensive and significant not only in the educational process but also in the process of educating children and students.

“Nobody Has a Caseload Called, Patients With Traumatic Brain Injury ”: Rationale to Include TBI Content Into Audiology Programs

Purpose: Understanding the wide-ranging effects of traumatic brain injury (TBI), including posttraumatic auditory and vestibular disturbances, is an essential part of shaping audiology students' readiness for clinical practice. Several recent audiology studies revealed discrepancies in knowledge and application among practicing audiologists in Australia concerning TBI. These studies emphasize the need of exploring the existing TBI-related curriculum within Australian graduate audiology programs. Method: A qualitative research design employing semistructured interviews was conducted. A total of six leading academic educators from all six Australian graduate audiology programs participated in the study. Interview transcripts were analyzed using thematic analysis. Results: Implementation of TBI content into audiological curricula was found to be influenced by three interrelated themes: professional culture, contextual barriers, and practice of teaching and learning. Conclusions: The findings provide an insight into the perceived barriers associated with incorporating TBI-related content into existing audiology curricula. The findings highlight the importance of enhancing audiology curricula in relation to TBI, ensuring that graduate audiologists can provide high-quality care and management for patients with posttraumatic audiovestibular disturbances.

Creating a Collaborative Teaching Culture: The Case Study of the Value of a Professional Learning Community

In sport management higher education, doctoral students and early-career faculty are often tasked with teaching university courses, yet the training and support rarely match the demands of the job. This paper explores the utility of a professional learning community (PLC) within a sport management department at an American university using a case study methodology. A PLC creates space for colleague collaboration among faculty with similar objectives and goals. The PLC examined in this manuscript includes a mix of experienced (i.e., associate and full professors) and inexperienced professors (i.e., assistant professors and doctoral students) sharing their classroom/instructional experience at the undergraduate and master’s levels. PLCs represent a viable solution to help ease the classroom transition for early-career instructors and provide a platform for faculty to seek advice related to challenges. Findings suggest that the proper implementation of PLCs can lead to perceived increases in teaching effectiveness, self-efficacy, and collaboration amongst experienced and inexperienced faculty. Other benefits of PLCs include allowing faculty members to remain attuned to current classroom trends and maintaining a common philosophical mission/vision for the degree program.

Research on the Application of Traditional Sports Culture in College Physical Education Teaching under the Background of Deep Learning

Abstract In this paper, the transformer target detection algorithm is established by combining deep learning technology, and the Deep algorithm is added on the basis of SORT to optimize and improve SORT and overcome the problems of SORT. After the DeepSORT model is constructed, YOLOv5 is introduced into the model, and finally, the YOLOv5-DeepSORT model for sports element detection and tracking is constructed and completed. The ATT-BERT sports culture element entity recognition model is constructed from four levels: the BERT layer, the BiLSTM layer, the attention layer, and the CRF layer, which results in an application framework for the integration of traditional sports culture into teaching. The influence factors of sports culture perception and sports teaching, as well as the integration of traditional ethnic sports culture into sports teaching in Z, were empirically examined. The study shows that the correlation coefficient between the two is around 0.465, and there is a positive and strong correlation between the two. The correlation coefficients of the dimensions for physical education students and non-physical education students were 0.513, 0.483, 0.485, and 0.462, respectively. The most common teaching methods used by teachers in physical education classrooms integrating traditional sports culture were explanation, demonstration, and complete decomposition, with ratios of 0.78 and 0.7, respectively. The integration of sports culture into physical education has resulted in good results. The outcome was satisfactory.

Informatization Integration Strategy of Modern Vocal Music Teaching and Traditional Music Culture in Colleges and Universities in the Era of Artificial Intelligence

Abstract This paper utilizes deep learning algorithms to informally integrate modern vocal music teaching with traditional music culture and extracts audio time-domain features and frequency-domain features through neural network self-learning. Secondly, a large number of music tracks are decomposed into music patterns, which constitute a music pattern library, and a music training model is generated through the automatic music audio synthesis algorithm based on a recurrent neural network, and the GRU model is used for music training and model prediction. The strategy of integrating artificial intelligence and modern vocal music teaching mode through traditional music culture in modern vocal music teaching is informatized, and a controlled experiment is carried out with H Music Academy as an example. The results show that the average degree of completion of the learning objectives of the students in the two experimental classes is 89.32 and 87.16, respectively, which is 14.15 and 11.99 higher than the average degree of completion of the control class. This study demonstrates that the teaching mode of traditional music culture integration in modern vocal music teaching can enhance the student’s ability of vocal music skills and practically improve the students’ artistic literacy, which can improve the degree of completion of the student’s learning objectives and in turn, improve the overall level of vocal music teaching.

What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach

Abstract Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture. Objective: To characterize the personal and professional development manifested by educators working in rural schools in Chile. Method: An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis. Results: Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.

중학교 교사의 교사학습모임, 교사협력, 교사효능감, 수업역량 간의 구조 관계 분석

Purpose: The purpose of the study was to explore the structural relationship among school-based teacher learning community, teacher collaboration, teacher efficacy, and teacher instructional competence at Korean middle schools. The study was especially interested in examining the mediating effects of teacher collaboration and efficacy on the relationship between teacher learning community and instructional competence.
 Methods: This study drew upon 853 middle school teachers’ data from the 2021 Busan Educational Longitudinal Study, and a multi-mediating structural equation model was employed as a statistical method.
 Results: First, all of the independent variables -i.e., teacher learning community in school, teacher collaboration and teacher efficacy are positively associated with teacher instructional competency; second, the effect of teacher learning community on teacher instructional competence was mediated by both teacher collaboration and teacher efficacy; third, teacher learning community had a positive impact on teacher instructional competence through teacher collaboration and teacher efficacy in that order. Particularly, an indirect effect of the path from teacher efficacy to instructional competence was found to be greater than the indirect effect of the other two paths.
 Conclusion: Based on the findings, it is suggested that the activation of teacher learning community, the cultivation of a collaborative teaching culture, and the enhancement of teacher efficacy are necessary to improve teacher instructional competence.

Exploring the Chinese Cultural Aphasia Phenomenon and Countermeasures in College English Teaching Based on Semantic Comprehension Models

Abstract The purpose of this paper is to study the phenomenon of Chinese cultural aphasia and analyze the reasons for the aphasia phenomenon. Secondly, the BERT model in the deep learning model is utilized to improve the effect of various natural language processing tasks, and the English dialogue system is set up to improve the students’ English oral expression ability when introducing Chinese culture. Then, a semantic comprehension model is constructed based on the role information, and coping strategies are proposed for the current English cultural aphasia phenomenon. Finally, the results of teaching evaluation in the university English classroom and the effects of learning Chinese culture in AI-assisted English teaching are analyzed, respectively. According to the study, the teaching process stage is where the most noticeable progress is made, with a score 18.66 points higher than the pre-test score. The average score of the learning effect of students who received AI-assisted means to learn Chinese culture was 3.603 points.

Relationship between selected teaching cultures and student academic achievement in secondary schools in Nakuru County, Kenya

The aim of this study was to find out the relationship between selected teaching cultures and academic achievement in the KCSE examination in secondary schools in Nakuru County, Kenya. This study was guided by the theories of educational productivity and organisational culture. The study adopted the descriptive survey design. The target population was comprised of all KCSE 2021 candidates and all principals of secondary schools in the county. The study used an outlier approach and a multistage sampling technique. The sample size consisted of 2214 students and 80 principals of schools. The study found a positive relationship between teaching culture and student academic performance in both low and high-performing Kenyan schools. Low-performing schools show a moderately positive correlation (r = 0.450, p = 0.006), while high-performing schools exhibit a notably strong positive correlation (r = 0.846, p = 0.000). This suggests that the impact of teaching culture on student academic achievement is more pronounced in high-performing schools. In public secondary schools, the correlation is moderately positive (r = 0.458), and in private secondary schools, it's a stronger positive correlation (r = 0.724), with both being statistically significant at the 0.05 level. The study recommends that the school management should consider organising in-service training sessions to equip the teachers with appropriate skills on how to effectively embrace teaching cultures, consider putting stringent measures to ensure the emplacement of student disciplinary cultures and consider investing in student motivation cultures that enhance student academic achievement.

유아교사가 인식한 2019 개정 누리과정 실행의 저해요인 탐색

Objectives The purpose of this study was to understand the concepts and structures that early childhood teach-ers, who are directly implementing the 2019 national Nuri-curriculum, perceive as barriers to the implementation of the curriculum.
 Methods For this purpose, data were collected and analyzed from 20 early childhood teachers according to Kane and Trochim(2007) 's six steps of concept mapping study: preparing for concept mapping, generation the ideas, structuring the statement, concept mapping analysis, interpreting, and utilization.
 Results A total of 40 statements were derived as factors that hinder the implementation of the curriculum, and five clusters of ‘teacher perception’, ‘parental relationship’, ‘teaching culture’, ‘institutional resources’, and ‘teacher support’ were derived from the two dimensions of ‘material/financial factors and human factors’ and ‘policy/institutional factors and cultural factors’. In terms of importance by cluster, “teacher support” was the highest, and in terms of importance by statement, “high child-teacher ratio to implement a play-centered curricu-lum” was the highest.
 Conclusions By interpreting the obstacles and meanings of the implementation of the curriculum through teach-ers' perspectives, meaningful implications for the direction of curriculum implementation support were discussed.