The objectives of this research were (1) to study on students' achievement after implementing social media with teaching in course of Technology and Innovation for Teachers; (2) to study on students' opinions on...The objectives of this research were (1) to study on students' achievement after implementing social media with teaching in course of Technology and Innovation for Teachers; (2) to study on students' opinions on implementing social media with teaching in the course for undergraduates; and (3) to study on behavior of 38 students in Thai Language major, Faculty of Education, towards implementing social media with teaching in the course for undergraduates who attended the course in academic year 2014. The data was collected by using a learning achievement test before and after implementing social media in the course and a questionnaire for students concerning their opinions regarding implementing social media with the course. The data was analyzed by finding percentage, mean, standard deviation (SD), t-test dependent, and behavioral observation. The result showed that (I) the post-study achievement of 38 students was significantly higher than pre-study achievement with a statistical significance of .05; (2) the students "mostly agreed" on implementing social media with the course (μ = 4.40, σ = .37). After considering in each aspect, it was found that the three aspects that reached highest score respectively were overall image of implementing social media in classes (μ= 4.74, σ = .45). Followed by those that reached the same score, which were, "implementing social media allowed students to exchange experience, knowledge, and attitudes between each other more" with (μ = 4.66, σ = .48), "implementing social media allowed students and teachers to exchange experience, knowledge, and attitudes with teachers more" with (μ = 4.66, σ = .48), "allowed students to work with each other or do more self-study" with (μ = 4.66, σ = .48), "allowed students to study by themselves" with (μ = 4.66,σ = .48), and "implementing social media in classes allowed students to submit assignment, and receive suggestions for improvement at all times" with (μ = 4.66, σ = .48). The third was "implementing social media in classes allowed more methods for students to communicate with teachers" with (μ = 4.53, σ = .51); and (3) behaviors of implementing social media with the course showed that (a) in terms of promoting knowledge, social media helped promoting knowledge between friends and between students and teachers in various concepts, which was the part that linked to practicing living together in society with others; (b) in terms of communication, students had a change to participate in more socialization by debating or asking questions via Facebook; (c) in terms of strengthening motivation, students were enthusiastic to learn and used the Facebook group for communication; (d) in terms of adjusting an opened-learning environment, this promoted the behavior that students would study and learn anywhere outside of classrooms,which helped learners to always learn not just in their classes; moreover, this would form the behavior of being able to work anywhere anytime, improve, and adjust their works by having records of the changes as well; and (e) in terms of supporting and promoting two-way communication, students were able to communicate and exchange information more than just in class and they were also encouraged to compete by producing portfolios and present them on Facebook and YouTube.展开更多
The integration of ideological and political education into university curricula represents a new trend in holistic,comprehensive,and all-around education.The concept of“ideological and political education in English...The integration of ideological and political education into university curricula represents a new trend in holistic,comprehensive,and all-around education.The concept of“ideological and political education in English teacher education courses”embodies an interdisciplinary approach to curriculum reform.Grounded in the principle of fostering moral integrity,it aims to create high-quality courses by seamlessly integrating the transmission of knowledge and skills with the guidance of ideological values.This study explores the status quo,significance,and implementation pathways for integrating ideological and political education into English teacher education courses,providing valuable insights for future curricular development.展开更多
Deepening the integration of industryand educationand school-enterprise cooperation are effective waysto cultivate high-quality applied talents.It has become an essentialdemand for social and economic development and ...Deepening the integration of industryand educationand school-enterprise cooperation are effective waysto cultivate high-quality applied talents.It has become an essentialdemand for social and economic development and an inevitable trend for applied undergraduatescolleges.In view of this,based on the development strategy of national and local integration of industry and education and the demand for talents in the human resources industry,this article takes human resource management as an example,combined with the current situation of industry and education integration of applied undergraduate human resource management,and explores its products from the perspective of one course and two teachers.It also proposes a guarantee mechanism for integratingindustryand education from the aspects of top-level guarantee,multiple evaluations,teaching co-management,and teacher incentives.It is hoped to establishan application-oriented undergraduate human resource management professional industryand education implementation systemand promote the deep integration of applied undergraduate industry and education.展开更多
文摘The objectives of this research were (1) to study on students' achievement after implementing social media with teaching in course of Technology and Innovation for Teachers; (2) to study on students' opinions on implementing social media with teaching in the course for undergraduates; and (3) to study on behavior of 38 students in Thai Language major, Faculty of Education, towards implementing social media with teaching in the course for undergraduates who attended the course in academic year 2014. The data was collected by using a learning achievement test before and after implementing social media in the course and a questionnaire for students concerning their opinions regarding implementing social media with the course. The data was analyzed by finding percentage, mean, standard deviation (SD), t-test dependent, and behavioral observation. The result showed that (I) the post-study achievement of 38 students was significantly higher than pre-study achievement with a statistical significance of .05; (2) the students "mostly agreed" on implementing social media with the course (μ = 4.40, σ = .37). After considering in each aspect, it was found that the three aspects that reached highest score respectively were overall image of implementing social media in classes (μ= 4.74, σ = .45). Followed by those that reached the same score, which were, "implementing social media allowed students to exchange experience, knowledge, and attitudes between each other more" with (μ = 4.66, σ = .48), "implementing social media allowed students and teachers to exchange experience, knowledge, and attitudes with teachers more" with (μ = 4.66, σ = .48), "allowed students to work with each other or do more self-study" with (μ = 4.66, σ = .48), "allowed students to study by themselves" with (μ = 4.66,σ = .48), and "implementing social media in classes allowed students to submit assignment, and receive suggestions for improvement at all times" with (μ = 4.66, σ = .48). The third was "implementing social media in classes allowed more methods for students to communicate with teachers" with (μ = 4.53, σ = .51); and (3) behaviors of implementing social media with the course showed that (a) in terms of promoting knowledge, social media helped promoting knowledge between friends and between students and teachers in various concepts, which was the part that linked to practicing living together in society with others; (b) in terms of communication, students had a change to participate in more socialization by debating or asking questions via Facebook; (c) in terms of strengthening motivation, students were enthusiastic to learn and used the Facebook group for communication; (d) in terms of adjusting an opened-learning environment, this promoted the behavior that students would study and learn anywhere outside of classrooms,which helped learners to always learn not just in their classes; moreover, this would form the behavior of being able to work anywhere anytime, improve, and adjust their works by having records of the changes as well; and (e) in terms of supporting and promoting two-way communication, students were able to communicate and exchange information more than just in class and they were also encouraged to compete by producing portfolios and present them on Facebook and YouTube.
基金Project of Teaching Research of Anqing Normal University(2023aqnujyxm05,2022aqnujyxm20,2023aqnujyxm12,and 2023aqnujyxm34)Project of Provincial Quality Project Program for Nurturing People in the New Era(Graduate Education)of Anhui Province(2023jyjxggyjY199)+1 种基金Project of Quality Engineering of Anhui Province(2022xsxx119)Project of Innovation and Entrepreneurship Training for University Students of Anqing Normal University(X202310372033 and X202310372005)。
文摘The integration of ideological and political education into university curricula represents a new trend in holistic,comprehensive,and all-around education.The concept of“ideological and political education in English teacher education courses”embodies an interdisciplinary approach to curriculum reform.Grounded in the principle of fostering moral integrity,it aims to create high-quality courses by seamlessly integrating the transmission of knowledge and skills with the guidance of ideological values.This study explores the status quo,significance,and implementation pathways for integrating ideological and political education into English teacher education courses,providing valuable insights for future curricular development.
基金This work is supported by the Chongqing Higher Education Teaching Reform Research Key Project(202128)Chongqing Institute of Technology Education and Teaching Reform Research Project(JY2019205).
文摘Deepening the integration of industryand educationand school-enterprise cooperation are effective waysto cultivate high-quality applied talents.It has become an essentialdemand for social and economic development and an inevitable trend for applied undergraduatescolleges.In view of this,based on the development strategy of national and local integration of industry and education and the demand for talents in the human resources industry,this article takes human resource management as an example,combined with the current situation of industry and education integration of applied undergraduate human resource management,and explores its products from the perspective of one course and two teachers.It also proposes a guarantee mechanism for integratingindustryand education from the aspects of top-level guarantee,multiple evaluations,teaching co-management,and teacher incentives.It is hoped to establishan application-oriented undergraduate human resource management professional industryand education implementation systemand promote the deep integration of applied undergraduate industry and education.