PKUnet Midwest Teacher Programme Reports
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Reports from the Midwest Teacher Programme led by PKU.
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Item 以情景剧翻转课堂融入教育管理学的教学实践案例 (A teaching practice case of integrating educational management into the flipped classroom with a sitcom)(2024) Lai, WentingBackground: This study aimed to solve teaching problems of the course "Educational Management" for undergraduates majoring in primary education in a university in China. The course content is abstract, and the students' basic knowledge was weak, resulting in low enthusiasm and poor learning outcomes. Objective: The purpose of this study was to combine the flipped classroom model with the teaching of situational comedy, integrate it into the teaching of Educational Management, realize the diversification of teaching forms, and stimulate students' initiative and interest in learning. Method: The research subjects were 103 undergraduates from three classes of the 2023 grade of primary education major. The course content was centred on Chapter 5 "School Management" of the textbook "Modern Education Management". Students were divided into groups to write scripts, rehearse and perform scenes related to topics in education management. This study evaluates the teaching effect through classroom observation and anonymous questionnaire survey. Findings: The teaching of sitcoms effectively condensed complex theoretical knowledge and promoted the improvement of students' innovative thinking and comprehensive quality. There was an increase in student engagement, they were able to take the initiative to learn, and they said that sitcoms made abstract content more lively and interesting. According to the questionnaire survey, more than 90% of students think that sitcom-based teaching was helpful for learning. Implications: Incorporating sitcom-based teaching into higher education courses such as Education Management is a beneficial practice that helps to stimulate students' interest in learning and improve learning outcomes. This approach can inspire other educators to adopt innovative teaching methods that are tailored to the characteristics of their students. At the same time, in order to ensure the teaching evaluation standards and subsequent learning outcomes, teaching design and practice need to be further improved and investigated.Item 多元化教学改革激发高职院校学生课堂学习积极性 (Diversified teaching reform stimulates the enthusiasm for classroom learning among vocational college students)(2024) Liu, RuizhiBackground: In vocational colleges, students commonly exhibit deficiencies in academic ability, interest in learning, and academic planning. These factors contribute to a lower level of enthusiasm in classroom learning, severely impacting both student learning outcomes and teaching effectiveness. Aims: This study aims to stimulate the enthusiasm of vocational college students in the course "High-Rise Building Structures" through the implementation of teaching reforms. The core objective is to assess the impact of the reformed teaching methods on student enthusiasm and to provide a reference for teaching practices for vocational college instructors. Methods: The teaching reform in this case study involves three approaches: forming classroom discussion groups, optimizing classroom questioning methods, and utilizing video-assisted teaching. Findings: Analysis of the learning situation following the teaching reforms shows an increase in classroom participation, enhanced learning confidence, and an overall improvement in the learning state of the students. Comparative analysis of final exam scores indicates that the classes that implemented the teaching reforms generally performed better academically than those that did not. The analysis of teaching evaluations also reveals that the majority of students positively endorse the teaching reform methods. Implications: The teaching reforms in this case study have effectively enhanced student enthusiasm for classroom learning, offering valuable insights and references for vocational college teachers in their classroom teaching. However, the practical experience of this study requires further refinement and verification to ensure the universality and effectiveness of the reform methods.Item 工科基础理论课程教学中学生积极性提升和科研兴趣培养案例 (Students' enthusiasm and scientific research interest in the teaching of basic engineering theory courses)(2024) Huang, ZhaolingBackground: Theoretical courses in engineering in higher education serve as the basis for professional learning. The content plays an obvious fundamental role. However, in actual classroom teaching, because the course itself is highly theoretical and the content is difficult, it is difficult to mobilize students' enthusiasm, they have low interest in learning, and insufficient attention span, which seriously affects the effectiveness of classroom learning. Aims: In response to the above problems, Bloom's goal classification theory was used to carry out reform of teaching to address course objectives and motivate students. Methods: Diversified goals were set and multiple types of challenges and multi-level assignments implemented in the course to engage and motivate students. These included presenting real-world examples, setting practical problems, using learning technologies, and relating the course content to the broader curriculum. Findings: Students' achievement of course objectives, classroom participation and co-operation activities have been improved, while at the same time, classroom knowledge is further transferred and diffused to stimulate problematic thinking, solve real-world problems by applying relevant knowledge and principles, and exercise multi-dimensional abilities such as application, research, and innovation. Implications: Classroom teaching reform based on practical applications while addressing academic foundations is an effective way to mobilize students' enthusiasm and stimulate their interest in learning in the teaching of basic engineering theory courses.