Use Of Modern Teaching Methods Research Articles

The Reality of Using Modern Teaching Methods in Teaching Arabic for Speakers of other Languages from Teachers’ Perspective

The current study aims at finding out the reality of using modern teaching methods in teaching Arabic for speakers of other languages from teachers’ perspective in the Language Center at the University of Jordan in terms of its availability and use as well as finding out the effect of variables such as qualification, work experience, and sex. The sample of the study included 26 teachers. The researcher uses a descriptive and analytical method because it is appropriate for the study. To achieve the goals of the study, the researcher designed a tool for the study that is made up of two parts; the first of which includes 23 modern teaching methods to show their availability and use. The second of which are the criteria that have to be taken into consideration when using a modern teaching method. To analyze the results of the study and to process its data statistically, arithmetic averages and standard deviations have been calculated. These findings show the reality of modern teaching methods in the Language Center at the University of Jordan. They also indicate that the use of modern teaching methods in teaching Arabic to speakers of other languages is restricted to a certain number of them, and that other methods are available.The findings also indicate that there are no statistically significant differences due to qualification except for the modern teaching methods and their relation to teachers as well as learners. The findings also indicate that thereare no statistically significant differences due to sex except for the relationship of modern teaching methods to teachers as well as to learners, which are in favor of females. The findings indicate that there are substantial statistical differences due to different experience and in favor of experienced teachers with 11 years of experience and more. Based on these findings, the researcher recommendsintroducing more modern teaching methods in teaching Arabic to speakers of other languages. He also recommends carrying out similar studies to identify the perspectives of teachers, learners, and the administration of centers and institutes concerned with teaching Arabic for speakers of other languages. These studies are necessaryto find out the reality of the use of modern teaching methods and their importance in teaching Arabic to speakers of other languages. The researcher stresses the necessity of having special labs for modern teaching methods in language centers.

The Use of Modern Teaching Methods in Teaching Arabic Language at Higher Education Phase from the Point View of Arabic Language Professors—A Case of a Premier University

The study aimed to identify the use of modern teaching methods at the higher education phase for Arabic language professors- a case of a Premier University. The researcher used the analytical descriptive method, based on the survey method and she has prepared a tool that includes 42 responses. The sample was 27 lecturers and the recovery rate was 88%. The data analysis showed that there is approval of the use of modern teaching methods among the lecturer by 83.6%. The results showed that the method of the lecture is the most common while the least common in the laboratory. As for the justifications, a large number of students, the difficulty of controlling them and the inability of lecturers to apply some methods in practice are among the most common reasons for not using some modern teaching methods.

Interactive Strategies and Methods of Education

the article deals with the issues based on interactive strategies and methods of education. Author analyses the efficiency of using interactive technologies during the lesson. Currently, modern methods of teaching are widely used in the educational process. The use of modern teaching methods will result in higher learning efficiency. While choosing teaching methods, it is advisable to choose from each lesson's didactic task. Maintaining a traditional form of teaching and enriching it with techniques that enhance the activity of different learners will lead to an increased level of student learning. For this purpose, the organization of the classroom process, the learner's interest in the learning process, the constant encouragement of the learner in the learning process, the breakdown of the learning material into small pieces, the brainstorming in small groups, the debate, the problem, the direction and using techniques such as text, project, role-playing, and encouraging learners to carry out practical exercises independently. These techniques are also called interactive or interactive methods. Interactive methods are those that encourage learners to think independently and are at the center of the learning process. When these methods are used, the educator encourages the learner to participate more actively. The learner is involved throughout the process.

PEER ASSESSMENT IN ADULT EDUCATION: CHALLENGES AND OPPORTUNITIES

Adult education as a part of lifelong learning requires the use of modern teaching methods. Peer assessment is topical as it promotes the involvement of participants in the learning process more actively. The research aim is to explore challenges and opportunities of peer assessment in adult education. Structured interviews were used to achieve the aim of the research and to answer the question: what are the challenges and opportunities of peer assessment mentioned by participants of adult continuing education course. Main research results are related to opportunities of experience sharing, better understanding of the topic, but challenges relies to refers to lack of the ability to comment and emotional aspects.

Effectiveness of the clinical teaching associate model in clinical nursing education

Background: Nurses need to have high levels of clinical competence for the provision of quality care to patients. The use of modern teaching methods can help nursing students develop their clinical competence. Objectives: This study aimed to evaluate the effects of the Clinical Teaching Associate (CTA) model on clinical skills and satisfaction with clinical education among nursing students. Methods: This two-group posttest-only trial was conducted on 120 nursing students recruited through the census method from Tabriz Faculty of Nursing and Midwifery, Tabriz, Iran. They had just taken the oncology nursing clinical education course. Participants were randomly allocated to a control group to receive clinical education through routine teaching method and an intervention group to receive clinical education through the CTA model. At the end of the course, participants' clinical skills and satisfaction were assessed using a checklist and a questionnaire, respectively. The study data were analyzed using the measures of descriptive statistics and independent-samples t-tests. Results: The mean score of overall clinical skills in the intervention group was significantly greater than that of the control group (75.54 ± 4.24 vs. 65.46 ± 5.32; P = 0.003). Moreover, the mean score of overall satisfaction with clinical education in the intervention group was significantly greater than that of the control group (98.16 ± 1.23 vs. 84.41 ± 1.52; P

Difficulties faced by students Teachers and teachers who study the curricula of history in basic education when using modern methods of teaching from their point of view

Aims of the current research were to identify the difficulties faced by student teachers of social studies curricula in basic education in the use of modern teaching methods, from their view. The sample consisted specify (63) students from third grade students in the Department of Social Studies (evening study) for the academic year (2016-2017) of (55)male and (8)females, were intentional chosen, in order to achieve the goal of search requests, a questionnaire prepared to measure the difficulties that students face (sample) after having submitted to a group of arbitrators majoring in educational and psychological science and teaching methods, the questionnaire consisted of (34) items distributed to (3) fields are the difficulties of (administrative, technical, & relating to the nature of the history studies curriculum) in its final form has been characterized by honesty and consistency, and then applied by a researcher at the research sample, and after data collection and statistical analysis, the researcher suggested the following results: 1.there are difficulties in the second and third field exceeded the premise stake (70%) depending on point of view of teachers. There are fewer difficulties when the first field test was exceeded premise (70%) depending on point of view of teachers. There is a statistically significant difference between the difficulties for determining the nature of the social studies curriculum from the standpoint of (students) . no statistically significant differences between the difficulties of determining the point of view (the students) . There were no statistically significant differences between identify difficulties by each of the three fields from the points of view among teachers when the use of modern teaching methods The researcher took a series of conclusions in the light of the search results, and also presented a set of recommendations as well as his proposal to a number of proposals .

The Importance and Optimization of The Educational Process of Environmental Management and Environmental Engineering for Security Managers

The aim of this paper is highlight the importance, relevance and need for the learning process Environmental Management and Environmental Engineering for security managers. It also deals with possibilities of innovation, improving this field through changes in content, the use of modern teaching methods and technical and information systems.