Application of Student-centered Learning Approach to English Listening and Speaking Class in Vocational Schools

Student-centered learning approach is focused on the students' demands and interests.Applying student-centered approach puts forward higher requirement to English teachers.This article first analyzes the theory of student-centered learning approach and compares teacher-centered approach with it.Based on the research information and teaching experience,the author summarizes four strategies about how to apply student-centered learning approach to English listening and speaking class in vocational schools.

On Application of the Student-centered Approach in English Classroom Teaching of Chinese Vocational Colleges

Nowadays, people have been more critical about the traditional ways of teaching and advocate the student-centered teaching approach. This paper focuses on the student- centered approach in English classroom teaching in vocational colleges. It points out that the students' English levels, the current mainstream of teaching in English class as well as the teaching materials in Chinese vocational college are all important factors that influence the outcome of the student-centered teaching approach. Meanwhile, the paper proves that college students can gain more in the student-centered English class. In the end, some suggestions are provided.

How to Apply Student-centered Teaching Techniques in a Large Class

It is very common to have a class of 50 or more students in Chinese schools, and teaching a foreign language effectively to a large class is really hard work. In order to change the teacher-centered teaching model into the student-centered one, Teachers should keep students' needs, interests, and learning styles in mind, apply several kinds of teaching techniques, organize different classroom activities and encourage, praise and appreciate both students' success and learning process all the time. If teachers place more responsibility in the hands of students, serve as "presenter or facilitator of knowledge" instead of "source of all knowledge", they can greatly motivate students to learn the language in a very active, cooperative and effective way. After all, people learn by doing, not only by watching and listening.

A Case Study on the Student-centered Approach to English Teaching for Students of Polytechnics

Insights obtained from this study may be useful in improving college English teaching in the aim of better preparing teachers to assume teaching responsibilities.This study may also contribute to an understanding of how administrators can improve training programs to better meet the needs,experiences,and beliefs of college students.The information may be useful in improving programs designed to facilitate the development of college teachers' beliefs about teaching and teaching skills and specifically those target the development of inquiry teaching.

How to exert the student-center approach in middle school English teaching

In order to train a student to be a person with ability,who can self-study,use knowledge flexibly and bring firth new ideas constantly,the constant development of society demands a full exertion of student-center approach in the process of education.Therefore,how to exert the student-center approach is a question that every teacher is facing.I think that we can exert the student-center approach from the following aspects.One,a teacher must change his teaching conception.He should know that it's the students who are the main body of teaching and the teacher can act as a guider.The other,by all means,we ought to make the students know the purpose of their study and the function of themselves in learning.We also ought to culture their interest in learning,inspire and strengthen their main body consciousness.the teacher should,on the basis of full understanding his students and textbook,exert the leading function of himself.In the course of teaching,the teacher can exert the advantage of advanced teaching method,such as situational language teaching,and advanced teaching instrument,such as multimedia,which will inspire the students' interest and conscious activities.We can train the students' imagining ability through encouragement 、guiding and extracurricular activities.We can improve the students' ability of self-study.Thus,the students' main body function will reach a better exertion and the effect of teaching will be improved.This will train the students to suit the need of society.

The Student-Centered and Topic-Based Approach in College English Teaching

The Natural Approach has got through the debates and is proved to be helpful in foreign language teaching.Based on this,the student-centered & topic-based approach is proved to be an appropriate way in college English teaching.This paper is devoted to justifying the effectiveness of this approach in the college English classroom,and providing an organization of a typical college English class.

强化能力培养的微生物学混合式教学实践

微生物学课程强调实践和应用性,在重视以传统教学方式进行知识体系讲授的基础上,需加强并有效考核学生实践创新能力培养,从而服务于本专业人才培养需求。本教学改革从多个方面探索实践:明确课程能力培养目标,树立以学生为中心,全课程贯穿课程思政,重视科教融合的教学理念;充分利用信息化教学手段,系统采用“教师讲授LBL+团队学习TBL+案例教学PBL”多种方式打造高效教学课堂;以项目式综合实验优化实践教学,培养学生实践能力和创新能力;构建多元化考评体系量化学生高阶能力的培养。通过教学实践,显著提高了教学效果,激发了学生的学习兴趣,实践创新能力得到明显提高,在学科竞赛和论文发表中取得了较好成绩,为培养具有专业特色的人才奠定了良好的基础。

自主探究性实验课程的教学模式探讨

基于多年实践并辅以学生调查问卷,讨论了3种模式,即教师主导、研究生主导与本科生主导模式的适应性及其优缺点,提出“本科生为中心、教师为辅、研究生支持3种模式综合运用”的多层次实验教学体系与教学思路,并通过引入学生互评因子优化了考核体系。结果表明,该体系丰富了实验实践类课程教学模式,不仅有利于自主探究类创新实验的教学,又能充分利用实验室资源,且最大程度以本科生为中心,提升其创新思维以及动手、团体合作等能力。

3E教学模式在《人工智能与大数据导论》课程中的应用

针对目前《人工智能与大数据导论》课程在高职院校教学中的突出问题,提出优化教学方法的思路,并探索以学生为中心的3E教学模式贯穿线上线下教学的新方法,同时结合过程化考核方式,有助于最大程度地调动学生的积极性,更好地培养学生的实践能力和创新能力。

基于慕课的生物化学翻转课堂研究与实践

“慕课+翻转课堂”是实现线上与线下教育结合的全新混合式教学模式。该研究以四川农业大学生物化学MOOC为基础,充分利用网络和视频的线上资源,通过慕课堂和QQ学习群进行教学管理,在生物化学线下教学中开展基于MOOC的翻转课堂实践,该教学模式能更好地发挥学生的自主学习能力,且对培养学生的综合能力和促进教师教学能力提高有积极的促进作用。

以学生为中心的食品酶学课程多维教学模式探析

以学生为中心的教学方式是引导学生全面发展、培养顺应时代需求的新工科人才的重要教学改革方向。该文针对食品酶学课程传统教学中存在的问题与教学要求,从知识构筑维度、课堂教学维度、课后提升维度和创新突破维度进行教学模式的探索与应用,实现对学生基础理论知识与创新实践能力的引导与培养,从课程教学方面为培养食品领域新工科人才提供助力。

基于对分课堂理念的蔬菜嫁接实验课堂教学改革

“以学生为中心”的对分课堂教学模式是一种新型教学模式,突出强调内化吸收和讨论环节。传统的蔬菜嫁接实验课堂教学模式不能充分调动学生课堂参与的积极性和主动性,也不能提升学生的创新能力。基于学生主体性与潜能发挥,结合蔬菜嫁接实验本身,提出了“以学生为中心”的蔬菜嫁接实验对分课堂教学模式,对教学内容进行了层次化设计,增加了实验的综合性和创新性。实验过程增加了实验设计、小组讨论和答辩环节,建立了实验全过程的考核体系。教学实践证明,“以学生为中心”的蔬菜嫁接实验对分课堂教学模式激发和培养了学生的实践和创新能力,有效提高了实验教学效果。

“以学生为中心”的阿米巴管理模式在耳鼻咽喉科教学中的应用

目的 探讨基于“以学生为中心”的阿米巴管理模式在耳鼻咽喉科临床教学管理中的教学效果。方法 选取2021年3月—2021年5月哈尔滨医科大学2017级临床医学专业216名学生为研究对象,将其随机分成试验组、对照组,各108名。试验组使用基于“以学生为中心”的阿米巴管理模式进行教学,对照组则使用传统的面对面式教学方法。在完成规定的教学课程后参加考核,比较2组理论成绩、技能成绩、期末总成绩,教学满意度。结果 试验组在期末理论考试成绩、期末实践考试成绩和总成绩等方面均高于对照组,差异有统计学意义(P<0.05),且试验组的课程满意度、学习主动性和学习效果均优于对照组,差异有统计学意义(P <0.05)。结论基于“以学生为中心”的阿米巴管理模式教学提高了耳鼻咽喉科本科生的自主学习能力及实践动手能力,激发了学生学习的积极性和主动性,最终获得良好的学习效果。

“无线组网与性能测试”综合教学实验设计

针对综合实验中知识点融会贯通不够,工程性不强等问题,设计了“无线组网与性能测试”综合实验。以应急通信、军事演习为背景,涵盖环境勘察、链路预算、组网设计、性能测试、技术优化等环节,设置多层任务,逐步提升学生解决复杂问题的综合能力,培养学生不断探索的科学精神。紧跟通信行业发展,提出以“学生为中心”,采用“组内协作、组间较量”机制,创新任务驱动的PBL教学,构建“多维度、全方位”的评价机制。有助于学生专业知识的综合运用和工程素养与科学思维的培养,最终形成学生自身的知识架构,实现实验教学的“铸魂性、创新性、高阶性、挑战度”。

基于网络资源的翻转课堂在外科手术学教学中的应用探讨

目的探讨基于网络资源的翻转课堂资源建设在外科手术学教学中的应用效果。方法选择2020年3月—2022年7月甘肃中医药大学临床医学本科2016级、2017级全科医学班的164名学生为研究对象。将2016级设为对照组,共90名;2017级设为试验组,共74名。对照组采用传统以课堂训练为主的教学法,试验组采用基于网络资源的翻转课堂。课程结束后,比较两组学生实践操作评分和教学效果评价。结果试验组6个单项方面评分、毕业客观结构化临床技能考核(objective structured clinical examination,OSCE)外科部分成绩及体现人文关怀、团队合作、无菌观念、爱伤意识等素质方面的综合得分均优于对照组,差异有统计学意义(P<0.05)。93.24%(69/74)的学生认为“翻转课堂教学法”有利于自主学习能力的培养,95.95%(71/74)的学生认为有利于提高临床思维能力,90.54%(67/74)的学生认为有利于提高表达和创新能力,提高自信心。结论基于网络资源的翻转课堂在外科手术学教学中的应用有助于提高医学生的操作技能,提高教学效果,体现“以学生为中心”的教学理念,教学实施方便、可行、效果较好。

“以学为中心”推动大学理科实验“教”和“学”多元改革

文章剖析了实验教学目标设定、教学效果考量等要素建设多以“教”为主的深层次原因,结合厦门大学等高校的理科实验教学改革实践,提出“以学为中心”推进实验教学改革的系统框架和多元路径,介绍了实验教学目标重构、实验教学体系搭建、模块化教学大纲设定、自搭建仪器教学和开放式问题牵引“先做后教”等在激发学习热情,培养学生创新思维和自主学习能力方面的系列举措,以期为国内外其他高校的实验教学改革提供参考。