Traditional Teaching Resources Research Articles

Research on the Construction of New Forms of English Teaching Resources in Higher Vocational College

The construction of new forms of teaching resources for higher vocational English education serves as the implementation carrier of the educational digitization strategic initiative in the field of higher vocational education. It aims to digitally transform and intelligently apply traditional teaching resources through information technology, thereby improving the efficiency and quality of higher vocational English teaching. This article aims to analyze the connotation and significance of the construction of new forms of teaching resources, identify the existing issues in teaching resources for higher vocational English education, and propose corresponding strategies. It provides strong support and guidance for the development of new forms of teaching resources in higher vocational English education and promotes the advancement of higher vocational education towards a higher level.

Strolling through a city of the Roman Empire: an analysis of the potential of virtual reality to teach history in Primary Education

ABSTRACT Virtual Reality is an emerging educational technology due to its potential immersive, interactive and imaginative characteristics supporting pupils in the learning process towards meaningful learning. Furthermore, the current teaching of history is generally too traditional, making the subject being perceived as pointless and boring by students. These aspects lead to poor academic performance. In this context, this study focuses on analysing the eventual benefits of Virtual Reality in the teaching of history at Primary Education and compares its results with those of traditional teaching resources in two dimensions, academic performance and the motivation of students. Thus, an intervention was performed with 98 fourth graders divided into two groups, control and experimental. For the collection of the data referring to motivation, an adaptation of the Instructional Material Survey instrument from Keller [(2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer] was used while, in relation to the evaluation of the academic performance, a specific test was designed taking as reference the tests of the coursebooks for the unit of work “The Roman Civilization” of the subject Social Sciences. The results show statistically significant differences in favour of those students who used Virtual Reality, both in motivation and in academic performance.

The dynamic combination of flipped classroom with traditional classroom in pharmaceutical analysis experiment teaching

This paper introduces the preliminary design and practice of the dynamic combination of flipped classroom with traditional classroom in the teaching of pharmaceutical analysis experiment. In the study, the teaching structure sequence of Low-High-Low was used. Specifically, before the class, the students conducted a low-structure autonomous learning for cognition and exploration with the intra-campus and public online resources and the traditional teaching resources. In the class, the students conducted a high-structure teacher-assisted learning using the module of Presentation-Discussion-Experimental Operation-Rediscussion. After class, the students conducted a low-structure autonomous learning for summary and expansion with the various resources. Finally, the teacher integrally assessed students' scores and redesigned the course teaching. The results showed that, compared with traditional classroom, the dynamic combination of flipped classroom with traditional classroom accelerated the improvement of students' abilities in cognition, exploration, practice, and innovation, and also accelerated the transformation of the teachers into teaching researchers and innovators. Key words: Flipped classroom; Traditional classroom; Dynamic combination; Teaching structure sequence; Pharmaceutical analysis experiment

Application of Virtual Simulation Teaching Resources in Banquet Design Course

In this paper, based on traditional teaching, how to apply virtual simulation teaching resources in knowledge imparting, teaching organization form, practical training, evaluation and feedback, as well as assessment in Banquet Design course is researched to change the present situation of huge investment in training room hardware construction for colleges of tourism; and to offer effective approaches for complementary application of traditional teaching resources and virtual simulation teaching resources.

One Design of an Online Game Based Teaching System Integrated with the Traditional Teaching Resources

Online resource sharing application is already comparatively common in colleges and universities, it assists in teacher teaching and students' self-learning exercises. But, because theory knowledge is difficult to display, tradition teaching resources aren’t suitable for the Analog Electronics course. This paper puts forward a design of the online game based teaching system which can be integrated into the traditional teaching resources.

Virtual and stereoscopic anatomy: when virtual reality meets medical education.

OBJECTIVE The authors sought to construct, implement, and evaluate an interactive and stereoscopic resource for teaching neuroanatomy, accessible from personal computers. METHODS Forty fresh brains (80 hemispheres) were dissected. Images of areas of interest were captured using a manual turntable and processed and stored in a 5337-image database. Pedagogic evaluation was performed in 84 graduate medical students, divided into 3 groups: 1 (conventional method), 2 (interactive nonstereoscopic), and 3 (interactive and stereoscopic). The method was evaluated through a written theory test and a lab practicum. RESULTS Groups 2 and 3 showed the highest mean scores in pedagogic evaluations and differed significantly from Group 1 (p < 0.05). Group 2 did not differ statistically from Group 3 (p > 0.05). Size effects, measured as differences in scores before and after lectures, indicate the effectiveness of the method. ANOVA results showed significant difference (p < 0.05) between groups, and the Tukey test showed statistical differences between Group 1 and the other 2 groups (p < 0.05). No statistical differences between Groups 2 and 3 were found in the practicum. However, there were significant differences when Groups 2 and 3 were compared with Group 1 (p < 0.05). CONCLUSIONS The authors conclude that this method promoted further improvement in knowledge for students and fostered significantly higher learning when compared with traditional teaching resources.

ICT AS ONE OF THE TEACHING METHODS AT PRIMARY SCHOOL FROM A TEACHER’S POINT OF VIEW

ICT is one of the driving elements of the current primary education. They often replace commonly used teaching methods, however, in many cases, they are also rejected as an element of eliminating the human factor in education. Based on a qualitative survey, the paper presents an interactive whiteboard as a teaching element from the perspective of primary education teachers. The main goal of the research is to point out the teachers' inner motives to use modern technologies in education and identify the broader context of a teachers' preparation with regard to the use of IT in school practice. The research is conducted using semi-structured interviews; the method of constant comparison was used for the qualitative data analysis. The most important findings show that teachers perceive information technology, especially as activating and motivating factor in education. Another important feature is the possibility of immediate and quick scan of the results. For most respondents, it is a replacement for traditional teaching resources, while they don´t forget to mention the importance of printed materials. Key words: ICT in education, interview with teachers, primary education, teaching methods.

Research on Semantic Web-Based Teaching Resources Management System

Because the traditional teaching resources management systems are limitations on the description and acquisition of distributed heterogeneous knowledge, domain ontology knowledge base of teaching resources management has been built with the help of experts in the field. A new algorithm of concept similarity has been proposed for calculating the distance between the words, and the ontology has been searched by using Jena API. Finally, the model of system has been implemented. Although the ontology storage method and execution efficiency should be improved, the system has got the initial achievement for the research of ontology in teaching resources management domain.

Experiential Learning via an Innovative Inter-University IFRS Student Video Competition

This paper reports on the results of an innovative IFRS Student Video Competition conducted between the authors' universities in the autumn 2009 semester. The competition provided an experiential learning opportunity for 57 graduate level students. A total of 46 recognized accounting standard-setters, partners, professors and other experts were identified, contacted and interviewed. Numerous communication technologies enabled this collaborative venture to connect the expert interviewees to the student interviewers. The end result was the creation of a series of videos on IFRS, each of 10 to 15 minutes in length, available on an educational Vimeo.com channel for the benefit of students and educators worldwide. An expansion of this innovative program to multiple universities throughout the world is possible. In addition, the program and techniques which the authors applied to IFRS pedagogy can be applied to many other emerging accounting topics, especially those that lack traditional teaching resources.

MediaMatrix: An authoring system for adaptive hypermedia teaching — Learning resource libraries

A NEW adaptive computerized instruction authoring system, calledMediaMatrix, requires that content developers adhere to a wide variety of learning principles as they aspire to accomplish outcome learning goals which include not only the acquisition of specific content, but also the development of general comprehension and problem solving skills. This authoring system was designed for development of final products which include those referred to as Hypermedia Teaching-Learning Resource Libraries. These libraries are conceived as being not only a replacement for such traditional teaching resources as transparencies, notes, videos, laboratory exercises, and tests; they also are envisioned as replacing such student resources as the traditional textbook, study guides, and human tutors. By incorporating several artificial intelligence engines and knowledge generation systems,MediaMatrix enables developers to build adaptive programmed instruction and adaptive testing systems with comparative ease. This authoring environment allows developers to focus simultaneously on the systematic improvement of comprehension and problem solving skills while also providing for adaptive content presentations that change delivery rates to accommodate varying rates of learning. As students learn new material, the system not only learns what they know, but also the rate at which they are learning it. It then adapts instructional content delivery and testing to best meet the need of learners.