Rcm2IT: Informatization Teaching Using Refined Classroom Management of Students’ Learning Process

In this paper,we propose an iterative,problem-and task-driven refined classroom management method for informatization teaching,dubbed Rcm2IT,based on data analysis of students’learning process.More specifically,Rcm2IT firstly classifies the teaching resources and elements in the unit of classroom sections,and designs the corresponding fine-grained templates and examples of teaching elements.Meanwhile,Rcm2IT divides students into different levels according to their previous classroom performance,and teaches students at different levels according to their aptitude.Finally,we implement the refined classroom management and assessment of students’learning process via our customized precise micro classroom platform(PMcP)based on the previous two stages.The designed PMcP can carry out real-time analysis and teaching evaluation,objectively and accurately measure and feedback the students’learning results,further iteratively optimize the teaching objectives.The course practice in“digital image processing”shows that Rcm2IT can not only support teachers to dynamically adjust the teaching content,but also teach students according to their aptitude,and improve the teaching quality and efficiency.

A Comparison of Chinese and English Classroom Management:A Case Study of“Are Our Kids Tough Enough?”

In the documentary Are Our Kids Tough Enough,five Chinese teachers went to teach at a High School in Hampshire,England,and had a final assessment comparison of the quality of teaching with the English teachers.The collision of different cultures in the documentary has caused people to ponder over education both at home and abroad.This study explores effective classroom strategies and the positive role of cross-cultural factors in Chinese and English classroom management models to build an effective and dynamic classroom.Through a comparative study of Chinese and English classroom management models,this paper mainly finds out that English teachers tend to be more free-ranging in classroom management.Besides,the classroom atmosphere is relaxed,and students are active in thinking,but not concentrative.Chinese teachers,on the other hand,tend to have very serious management styles,and set strict discipline in the classroom.They concentrate under high pressure and,to a certain extent,suppress students’flexibility.In addition,this paper also elaborated three elements which are closely related to classroom management:(1).Teaching methods;(2).Teaching activity design;(3).Assessment.Through the comparative study,we find that Chinese classroom management model is more rigid,in which teachers can easily grasp the situation,but the classroom atmosphere is not very active.The British classroom management model is more flexible;students will not be too constrained,and classroom atmosphere is more active.But this has higher request to the teacher’s classroom management ability:avoiding loss of control of the classroom discipline.

Classroom Management and Lesson Planning(2)

Organizing pair work,group work and individual work Task 1 Work in groups and discuss the forms of organization you often use with classroom ac-tivities.Do you use pair work and group work a lot?Why and why not?When do you use pair work or group work?When

Changes in Practicing Teachers’ Self Efficacy in Teaching Scientific Inquiry

Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with science teachers’self-efficacy in instructional strategies,classroom management,and student engagement in teaching scientific inquiry.A questionnaire was used for data collection from 47 practicing teachers in state schools in 2018.A General Linear Model(GLM)Univariate analysis using SPSS 21.00 programme was used for data analysis.Fact findings revealed that mean perceived self-efficacy in inquiry-based instruction was considerably high irrespective of gender,education level,and teaching experience.Neither teacher self-efficacy in student engagement nor classroom management did not show statistically significant difference according to gender,education level,and teaching experience.However,results concluded that science teaching experience was a significant predictor of self-efficacy in instructional strategies of inquiry-based instruction.