Terms Of Teaching Methods Research Articles

Construction and Practice of the Undergraduate Teaching System of New Media Technology

With the rapid development of new technologies such as mobile internet, big data, and artificial intelligence, new media has become an important force in the communication field. It is imperative to build a complete undergraduate teaching system of new media technology and cultivate versatile talents to meet the needs of industry development. Taking the majors of new media technology and new media (big data news communication direction) at Qilu University of Technology as an example, this study analyzes the issues in talent training objectives, curriculum setting, teaching content and teaching methods through literature review, questionnaires and interviews. It is proposed to build a modularized and flexible curriculum system oriented to ability training, increase cutting-edge new media technology courses, and strengthen the cultivation of software and hardware platform application abilities. In terms of teaching methods, project-driven teaching methods are implemented, distinctive project training courses are set up to promote knowledge application and comprehensive ability training. The research shows that building an open, flexible undergraduate teaching system of new media technology that emphasizes cross integration will help improve the quality of talent cultivation and enable talents to better meet the needs of new media industry development. This study provides theoretical support and practical approaches for promoting the teaching reform of the new media technology major.

Język a proces integracji imigrantów i imigrantek – rola instytucji kultury. Przykład poznański

Knowledge of the language of the host country plays a strategical role in the integration process of migrant communities. Language as a component of the culture constitutes a natural acting space for the entities belonging to the cultural sector, in particular for those engaging in non-formal education. Teaching Polish as a second language has a relatively short history in terms of teaching methods as well as organisation of the teaching process itself. Taking into consideration the current migrant situation, the engagement of different organisations into the teaching process becomes of particular importance. The aim of the article is to discuss the role which can be played by the Polish cultural institutions in the integration process through establishing the language and communication accessibility as well as active linguistic and cultural support for children and teens with the migration background. The case study for this article is Poznań and Poznań Heritage Center, local cultural institution, whose main purpose is to popularise, interpret and protect the (cultural) heritage of Poznań through creating a (linguistically) accessible cultural programme and adjusting it to the current needs of the audience.

Research on the integration of traditional culture into the teaching of ancient literature courses in colleges and universities in the context of big data

Abstract The research on the integration of traditional culture into the teaching of ancient literature courses in colleges and universities is to be able to inherit better and develop traditional Chinese culture. In this paper, the hyperparameters of the XGBoost algorithm are optimized using the sparrow search optimization algorithm in the context of big data, which leads to the SSA-XGBoost analysis model. The basic content, characteristics and contemporary values of traditional culture are analyzed in detail, and the SSA-XGBoost analysis model is used to analyze and demonstrate the teaching principles and methods of the traditional culture integration ancient literature course. From the viewpoint of teaching principles, the intuitive principle has the largest growth rate of 10.99%. In terms of teaching methods, the most popular teaching method was the activity-assisted method, with 41.8%. Thus, teaching traditional culture integrated with ancient literature courses needs to pay attention to the choice of teaching methods and principles to make it more acceptable to students and thus promote the development of traditional culture transmission.

Do Mathematics Teachers' Preferences on Teaching Methods and Materials Change in Online Education? Case of Probability

This study examines changes in middle school mathematics teachers’ teaching methods and materials during the transition from face-to-face to online education and difficulties in terms of teaching methods and materials used in this process. 35 middle school mathematics teachers’ lesson plans for both face-to-face and online classrooms were analyzed according to their content, and the reason for the changes in teaching practices of the teachers was evaluated through interviews. While the study revealed that the use of lecture-based and demo & practice methods increased with the transition from face-to-face education to online education, teachers stated that they did not use different teaching methods in the classroom. It has been determined that the situations that limit the use of different teaching methods are the low motivation of the students and the difficulties of the teachers in the classroom management process. In addition, the use of concrete manipulatives has been replaced by videos and other digital teaching tools in online education. Other reflections of compulsory transitions to online education on teaching practice were discussed in terms of teaching the subject of probability and within the framework of in-service teachers' training.

CABARAN GURU DALAM PELAKSANAAN PENGAJARAN ANAK-ANAK ASNAF

Teaching asnaf children is an important aspect of education aimed at meeting the educational and holistic development needs of those requiring assistance. Teachers play a crucial role in fulfilling this responsibility. However, studies on the challenges faced by teachers in teaching asnaf children are still limited in Malaysia. Therefore, the purpose of this research is to analyse the challenges faced by teachers in teaching asnaf children in terms of teaching methods and the use of resources during teaching instruction. This quantitative study utilized random sampling involving sixty teachers who are directly involved in teaching asnaf children. Descriptive statistics and t-tests were used to analyse the data. Descriptive analysis was employed to analyse the two elements of the teachers' challenges through five questionnaire items. While the analysis of the t-test explain the teacher's need for improving teaching resources and methods. The research findings indicate that more than 70% (n=42) of the study participants faced challenges in terms of teaching resources. However, over 60% (n=36) of the study participants made every effort to ensure the availability, utilization, and suitability of teaching resources used in the classroom and consistently sought assistance from experts to enhance their teaching. Consequently, this study successfully depicts the reality of challenges experienced by teachers in teaching asnaf children. The report and recommendations from this study can serve as a guide for zakat management in supporting and strengthening the capacity of teachers in delivering quality education to asnaf children.

Investigating Special Education Teachers’ Views on Mathematics Instruction Process: Sugesstions for Sustainable Special Education in Mathematics Instruction

This study aimed to explore the experiences of special education teachers’ mathematics instruction process and to present suggestions for sustainable special education in mathematics instruction. Seventeen special education teachers were interviewed in this study. Hence, a qualitative research design and content analysis were used. Three dimensions were considered in the interviews, including: teaching mathematics to students with disabilities in terms of teaching methods, manipulatives, and assessments; the mathematics curriculum; and challenges that special education teachers face throughout the process. According to the results, most teachers still use direct or explicit instruction based on the behaviorist approach. All participants stated that they use mathematics manipulatives to help learners perceive mathematical concepts. They also use Individualized Education Programs to assess their students. Participants stated that every disability group and every child need to be considered uniquely since their disabilities and levels vary. Participants also said that they are only able to teach numbers, addition, and some basic geometric shapes due to time insufficiency and crowded classrooms. Almost every participant stated that insufficient time and teacher shortage are the biggest problems of the system. The study has limitations or weaknesses. In this study, since the interviewing method was used, and the findings are the extent of what the participants have indicated, and the statements of the participants are limited to what she/he explained to the researcher. In the study, it is suggested that mathematics teachers and special education teachers should cooperate. In addition, suggestions are made, such as conducting experimental research studies to see the most efficient way to teach mathematics in homogenous groups. Finally, future researchers are advised to focus on the possible consequences of applying constructivist learning theory.

Thematic Review of Canadian Engineering Education Research between 2017-2021

Trends in engineering education have shifted over time, with teaching methods adapting to facilitate student learning [1], and the importance of equity, diversity and inclusivity (EDI) coming to the forefront [2]. It is important to understand the trends in engineering education to assess where we are coming from and where things currently stand in terms of teaching methods, culture, and pedagogy, to guide engineering educators and researchers moving forward. The purpose of this paper is to provide an overview of thematic trends in past CEEA papers over the previous five years (2017-2021), exploring shifts and evolutions in the major topics discussed as well as looking at the impact of the COVID-19 pandemic on engineering education research. Papers were analyzed from the 2017-2021 CEEA proceedings. By studying the frequency of main themes in papers for each year, the popularity of subjects that have been trending were determined, allowing for an analysis of the major trends seen year over year. During the period under review, institutions across Canada transitioned to online learning in response to the COVID-19 pandemic. This resulted in a prevalent thematic shift in paper topics towards an increased interest regarding pure online delivery of a course during the COVID-19 pandemic. Prior to the 2021 proceedings, which saw 41 (41.8%) papers discuss online learning in some form, research into this topic generally had little traction with 2017 having the next highest frequency of 17 (10.2%) publications, and 2018-2020 each having under five publications on this topic. Up until 2021, the focus on teaching beyond conventional formats had been primarily on mixed delivery (such as flipped classrooms and blended learning), as opposed to purely online. Other trends observed from the analysis include the importance of K-12 outreach with this theme seeing most focus at the CEEA 2020 conference with seven (7.9%) papers discussing this topic. In addition to the changing trends in topics, a discussion on the ambiguity of research and practice-based papers and their definition was undertaken. This analysis will assist engineering educators to understand the research topics of interest that past CEEA submissions have gravitated towards, and will highlight topics that are important, but are presently understudied.

The Positive Effects of Problem-Based Learning Activities Toward Indonesian EFL Learners' Productive Language Skills

Abstract
 With the rapid globalization occurring all around the globe, educational landscapes also underwent some dramatic shifts in terms of teaching methods, policy-makers, and school culture. One of those indispensable trajectories that need to be taken into account by EFL educators is the pedagogical approach. Since learners no longer learn directly from one-on-one interaction with their teachers, it has been high time for educationalists to supersede their teaching-centered with the student-centered learning approach. In Indonesian EFL productive language learning contexts; speaking and writing, it is strongly believed that problem-based learning activities will enable learners to be more confident, autonomous, spirited, and proficient speakers as well as writers. This present qualitative study was plied in the support of document analysis by integrating 30 prior problem-based learning studies held in our archipelago in order to encourage Indonesian ELT experts, practitioners, and policy-makers to start to incorporate this student-centered learning approach in their both speaking and writing learning vicinities. The obtained results revealed 3 positive L2 productive language-learning merits potentially promoted by problem-based learning activities namely: 1) Learners can be more productive L2 academicians, (2) Learners transformed into more high quality and autonomous L2 writers, and (3) Learners progressively became more confident as well as proficient L2 speakers. Following all of these 3 core beneficial productive L2 learning values, contextual, hands-on, and pleasurable problem-based learning design should be well established at the commencement of speaking and writing learning activities to disseminate more holistic learning outcomes progressively for learners.
 Keywords: Problem-based learning, Indonesian EFL Learners, speaking, writing

Strategies for Attention to Diverse Education in Omani Society: Perceptions of Secondary School Students

In a climate of increasing multiculturalism in education, classrooms have become more diverse, offering educators and institutions both opportunities and challenges. In response to changing advancements and trends in education, school administrators claim that classroom diversity can develop students’ learning potential when properly harnessed and matched with inclusive pedagogy. This research reflects how diversity within the Omani education system can be enhanced by comparing the beliefs and experiences of students in diverse classrooms. This information provides a better understanding of students’ learning needs based on their perception of diversity. A descriptive study was performed with a quantitative approach, whereby a sample of 283 students completed a survey. The results indicate that female students rated more highly on the teaching method scale in comparison to male students. Additional post hoc tests on simple effects confirmed that non-Arab students tend to rate their teachers comparatively more highly in terms of teaching methods, curriculum design, assessment techniques, and practical skills than Omani and Arab pupils across the different subjects. This study offers valuable insights and practical strategies for cultivating diversity and inclusion in diverse settings in Omani schools.

Reform of the bio-separation engineering curriculum under the context of "Emerging Engineering Education"

"Bio-separation engineering" is a compulsory course for undergraduate students majored in bioengineering, and an important part of the "emerging engineering education" system for bioengineering. Our teaching team follows the principle of "student development as the center, innovation thinking as the core". Guided by the concept of "learning achievement", we reconstructed the teaching contents of this course, and carried out the teaching reform aiming at solving several long-standing problems. These include, for instance, the theoretical teaching is separated from the experimental practice, and students cannot internalize the theoretical knowledge into practical ability in time. Moreover, the contents of course is out-of-date and out of line with industry demand, the teaching form and assessment methods are relatively single, and the students' professional ability and quality are not effectively cultivated. In the new curriculum system, in which the "online" and "offline" teaching are both applied, we broke the boundary between theoretical and experimental courses, and made the contents keep up with the forefront of industry development through research-based teaching. In terms of teaching methods and teaching evaluation, we made full use of modern information technology to enrich classroom teaching activities, and carried out complete, dynamic and diversified assessment for students. These teaching reform measures greatly improved the students' interest in learning this course, as well as their professionalism and research ability.

Discussion Teaching of College Constitution Course Under the Goal of Fostering Chinese Legal Talents with Four Abilities

Contemporary Chinese legal talents should have four abilities, namely, open-mindedness ability, innovation ability, multidisciplinary ability and practice ability. Legal talents without the four abilities can hardly meet the needs of Chinese legal practice and theoretical research. As an important course in the legal curricula system, the constitution course, like other courses, should also foster the four abilities of college students. In order to achieve the goal of fostering the four abilities of college students, in terms of teaching methods, it is appropriate to adopt discussion teaching, including group students’ discussions and class discussion between students and teachers.

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the “best practices” of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching (“ELT”) practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry (“CoI”) framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of “evidence” of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers’ supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning.

Investigation and Countermeasures of Chinese Physical Education Teachers' Teaching Status under Integration of Sports and Education

School physical education is an ideal place to improve the physical fitness of young people. In China, school physical education includes physical education and health education. Physical education teacher is an important factor that influences the quality of school physical education. This study was based on the government policy of “deepening the comprehensive reform in the field of education”. The purposes were to investigating the current situation of Chinese physical education teachers’ teaching, providing suggestions and directions for the improvement of their teaching, and subsequently improving students’ physical health. This study adopted the following methods: literature review, questionnaire and interview methods. The participants of this study were physical education teachers who were recruited through random sampling across the country. Interview and questionnaires were conducted at three occasions: before class, during class, and after class. In-depth quantitative and qualitative analyses were conducted to understand the cognition and teaching status of physical education teachers. Data analysis results showed that teachers’ academic qualifications was positively correlated with their understanding of theoretical knowledge such as curriculum standards (p < 0.05, r = 0.468). For class implementation, only about 23.3% teachers’ teaching practice met the requirement of China’s healthy physical education curriculum model in term of the amount of physical activity. There was a significant difference between the length of teaching and the curriculum arrangement (p < 0.01). Finally, for after-school activities, the organization of after-school physical activities was mainly focusing on sport practices, and varsity team training accounted for 61% of these sport practices. Many different types of reasons were raised by the teacher about the factors restricting physical exercise after school. Under the background of policies advocating the integration of sports and education, it is important to raise the professional standards of being a physical education teacher. Current physical education teachers should learn how to implement the “Chinese Health Sports Curriculum Model”. More professional development opportunities should be provided for physical education teachers in terms of teaching methods, curriculum development, and after-school physical activity program development. Physical education teachers should learn the factors that restricts students from participating in after-school physical activities and the strategies to address these restricting factors.

Teaching Methods in Physical Education 2 (Rhythmic Activities) Among College Freshmen Students

This research aimed to evaluate the teaching methods in Physical Education 2 at Don Honorio Ventura State University. To achieve the purpose of the study, the descriptive research design was used. The total number of respondents was 345 sampled composed of 10 P.E. Instructors and 335 P.E. 2 students. Results revealed that the respondents belonged to the typical age for college students, Physical Education teachers are qualified to teach the subject in terms of their educational qualifications, students and instructors have the same preference in terms of teaching methods, they also strongly agreed that demonstration method is the most effective, therefore teaching methods can become an aid in developing and improving on teaching style, and the respondents both expressed their agreement towards teaching method as a helpful tool in teaching and learning process. Furthermore, there was no significant relationship between the responses of the teachers and the students as what methods are effective for them. Respondents state the effectiveness of teaching methods applied by teacher Whole/Part Method has a significant relationship on the educational attainment. Finally, Based on the findings, it is suggested that teachers should earn more units in Physical Education and attend training/short courses and continuing advance education.

Pembelajaran Pendidikan Agama Islam bagi Anak Tunalaras di SLB E Prayuwana Yogyakarta

Education has a function including making people fear God Almighty and build noble morals. Education is a right for anyone, not least for children with special needs with disabilities, including religious education. Islamic Religious Education is education that instills faith and religious values as well as good moral learning. This study intends to provide a description or description of the implementation of Islamic Religious Education learning for children with Tunalaras at SLB E Prayuwana Yogyakarta. The method we use is descriptive research method with data collection techniques through observation and interviews with a number of related parties. The analysis technique used in this study is a qualitative analysis technique in which the research data will be analyzed in a narrative. As a result, Islamic Religious Education for children with disabilities at SLB E Prayuwana Yogyakarta is carried out like a school in general and what distinguishes it is only in terms of teaching methods. In addition, at SLB E Prayuwana Yogyakarta, students emphasize more on learning Al-Quran. This is done with the hope that children with disabilities there will be able to benefit from reading the Al-Quran.

Exploration and Practice of "Three-Track Integration" Teaching Method in Modern Enterprise Management Course

The influence of the thinking mode, there is certain limitation on the depth of the teaching content, in a certain lack of diversification of teaching methods, based on this, the research intends to explore the teaching mode under different management module, how to effectively solve the training goal, the linkage mechanism between theoretical knowledge and practical experience. In terms of teaching methods, this paper explores how the three-track teaching method of TBL-PBL-CBL can achieve the objectives of course teaching and talent cultivation by means of team cooperation, problem orientation and case discussion.

What can education bring to entrepreneurship? Formal versus non-formal education

ABSTRACT Building on a dynamic view of human capital for the entrepreneurship field, our article covers research performed in this field by examining: the effect of formal versus non-formal Entrepreneurial Education (EE) investments and the development of entrepreneurial human capital assets on the entrepreneurial intention; learning approaches (behavioral, cognitive, or constructive) that are prevalent in formal and non-formal education systems in terms of teaching methods and acquired competences and their effects on entrepreneurial intention, considering different settings at individual and country context level. More than 650 respondents from three countries (Macedonia, Slovenia, and Lithuania) are included in the sample. The research applies structural equation modeling, using two standardized and relevant measurement tools: Entrepreneurial Intention Questionnaire (EIQ) and Assessment Tools and Indicators for Entrepreneurship Education (ASTEE). Non-formal entrepreneurial education has proven to be a stronger effect on human capital assets. On the other hand, entrepreneurial mindset and constructive entrepreneurial skills have a greater impact on personal attitudes and perceived behavioral control. This could mean that decision-makers should complement formal with non-formal entrepreneurial education, that they should design the entrepreneurial study programs with non-cognitive (that is, constructive) teaching methods and learning outcomes.

Study on solutions to problems in the application of multimedia in translation teaching

AbstractThe development of technology has revolutionized the teaching methods. Multimedia‐assisted education has gained extensive recognition since the 20th century. However, due to limited research on the subject, multimedia‐assisted education faces three major challenges. With respect to the teaching content, teachers and students regard the computer and the Internet as simple tools for searching for information and facilitating the translation of the available out‐of‐date source text in most universities; in terms of teaching methods, teachers use PowerPoint to present teaching content similar to using the traditional blackboard; as regards teaching evaluation, teachers are only evaluators. This kind of a traditional teaching system follows the “teacher‐centered” model, which is obviously inefficient in the cultivation of students’ comprehensive translation ability. Thus, a study on the corresponding solutions is meaningful and crucial for enhancing the quality of translation teaching. We provide the following suggestions. Teaching content should be time‐bound. Teachers need to search for up‐to‐date materials on the Internet for students to practice translating; the teaching method should be guided by a “process‐centered” concept, which means that students make presentations about making a comparative analysis of their translations and reference translations that are clips of videos of conferences or are recorded by the students themselves in translation companies. Their presentations need to be recorded to facilitate reflection; students should be evaluators as well as teachers. Evaluation by students is beneficial for cultivating the concepts of translation and independent thinking.

Pengaruh Media Interaktif dan Motivasi Belajar terhadap Prestasi Belajar sebagai Variabel Perantara dan Sikap Cinta Tanah Air Pada Mahasiswa STIE Mahaputra Riau

Dalam perkembanganya media interaktif pada kondisi sekarang ini sudah mulai dipergunakan pada lembaga pendidikan yang memberikan variasi baru dalam hal metode pengajaran kepada peserta didik. Media interaktif pada konsep penelitian ini dapat memberikan dampak yang berarti dalam hal peningkatan hasil belajar sesuai dengan target yang dicapai.Akan tetapi prestasi belajar juga dipengaruhi oleh faktor motivasi atau dorongan dari dalam diri sendiri maupun dari luar apabila doroangan tersebut itu bersifat positif akan memberikan dampak terhadap hasil dicapai begitu juga sebaliknya. Dalam menghasilkan prestasi belajar yang tinggi maka peserta didik diharapkan memiliki sikap yang sesuai dengan tujuan untuk pendidikan.Salah satu sikap yang diinginkan yakni bagaimana peserta didik agar dapat bersikap untuk mencintai tanah airnya sendiri, dengan mencintai tanah airnya sendiri maka peserta didik dapat menghasilkan inovasi-inovasi yang baru dalam mengembangkan negara ke depanya. Hasil penelitian adalah Pengaruh langsung media interaktif terhadap prestasi belajar sebesar 0,425 atau 42,5%. Pengaruh langsung motivasi belajar terhadap prestasi belajar sebesar 0,238atau 23,8%.Pengaruh tidak langsung media belajar terhadap cinta tanah air dengan prestasi belajar sebagai variabel perantara sebesar 0 0,069 atau 6,9%. Pengaruh tidak langsung motivasi terhadap cinta tanah air dengan prestasi belajar sebagai variabel perantara sebesar 0,088 atau 8,8%.

Pelaksanaan Proses Belajar Mengajar Pendidikan Jasmani Olahraga dan Kesehatan pada Sekolah Dasar

The purpose of this research is to know how the method of teaching, and infrastructure facilities of Physical Education of Sport and Health at State Elementary School 23 5 East Koto Padang Pariaman Regency. His research method descriptive research finds that the implementation of teaching and learning process of physical education practice in health and elementary school Country 23 V Koto Timur Padang Pariaman District is as follows: in terms of teaching methods with demonstration indicators have the average number of answers 80 times 50 percent with medium criteria and lecture indicator has the average number of answers 136 times 60.71 percent. For facilities and infrastructure with sports equipment indicator have average percentage of student answer 130 times 50.78 percent with medium criterion. From the above results can be concluded that the implementation of teaching and learning process physical exercise and health education in Public Elementary School 23 5 East Koto Padang Pariaman Regency is inthecategory of being. Keywords: Teaching and Learning Process, Physical Education Sport and Health