Research on the New Mode of Computer Education based on Project Driving Methodology and Teaching Practice

In this paper, we conduct research on the new mode of computer education based on project driving methodology and teaching practice. Computer education is an important part in college education, application of computer technology can effectively cultivate students＇ ability and quality of information. Collaborative project teaching method of the implementation of the method can make students accept knowledge by only listen into doing which will not only enhance the students＇ ability but help teachers obtain better feedback as well which is meaningful and necessary. The proposed methodology and education pattern is proven to be effective and feasible.

Teaching Practice Communities in Higher Education:Roles and Strategies

In view of the problem of lacking peer coaching among college teachers,taking teachers in local universities in Hangzhou as the research subject,the paper analyzes the relationship between peer coaching and teachers’professional development.The paper then proposes to establish teaching practice communities in higher education,which is of great significance to improve the teaching quality and promote the professional development of university teachers.Strategies for constructing teaching practice communities are also discussed.

English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context

Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general;however, there are belief differences between Mongolian and Han teachers;there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy,teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.

Online Teaching Practice under the Epidemic Situation of Novel Coronavirus Pneumonia

In the context of preventing and controlling novel coronavirus pneumonia,how to ensure the quality of higher education has become a hot issue of social concern in China.In this article,the problems and challenges are analyzed from teacher,student and technology levels,the teaching pattern of"re-flipped classroom"and the teaching model of"SPOC+MOOC+live broadcast"are proposed,the three teaching methods of PBL,OBE and mind mapping are integrated,the teaching evaluation is introduced to teaching design,and finally,the implementation suggestions are put forward to ensure the quality of teaching.

ESL pre-service teachers＇ views of Teaching Practice supervision and assessment in Nigeria

This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional development of teachers. The main objective was to study the motivational dimensions of Teaching Practice （TP）, analyze trainees perception of the strength of their content courses （knowledge base） and pedagogy programme （psychology, teaching methods）, and investigate the quality of TP orientation program supervision and assessment by faculty （teacher trainers）. A survey was carried out to determine procedures and processes for minimizing anxieties and fears concerning TP and the relationship between faculty and trainees, mentoring and monitoring procedures, the giving of feedback and utilization of the views of students. Questionnaires were used to obtain information on the content courses or subjects which students found difficult, irrelevant or not adequately taught, what faculty should do to make TP experience better and rewarding to make them become professional teachers. Participants in the study found pedagogy courses relevant to their training and quite enjoyable. They also acknowledge that the courses help them to develop learner centered instructional skills and competence in classroom management. On the contrary, participants confessed they were weak in grammar and spoken English because these were not adequately taught, they also limited exposure to reading and writing. Focused group discussion with students revealed that TP Orientation Programs were too crowded and ill-organized to meet their needs and reduce their anxiety. The points of focus of the orientation-dress code, comportment in schools-were not as crucial as some issues-mentoring, relationship between faculty and students-which were left out. Respondents rated TP supervision and assessment very low because of inadequacies in the number of visits, lack of feedback and low level interaction with their trainers. Some of the students used peer interaction, self-development and self-study skills to improve their skills and cope with TP. The results suggest that knowledge base of students in ESL courses need to be strengthened and enriched. Orientation program should be geared towards trainee＇s needs. Also supervision and assessment require a lot of improvement while faculty should give prompt feedback and utilize trainees＇ opinions and views for meeting students＇ needs and improving TP.

The feasibility analysis of the flipped classroom teaching mode in college English teaching practice

With the deepening of the reform of College English, the universities in our country have achieved some success, but there are still a lot of problems. The introduction of the flipped classroom teaching model provides a reliable way to improve the English teaching. As the center of the teaching activity, the flipped classroom can change students’ learning attitude change, which can improve the students’ learning autonomy, and effectively improve the students’ learning efficiency. In this paper, we introduce the concept of flipped classroom and its application in College English teaching practice, and we focus on the analysis of the flipped classroom teaching model and the feasibility of College English teaching.

The Teaching Practice Exploration from the Science and Technology English to Academic English of University in Digital Environment

The globalization development of science and technology makes academic English education in Chinese universities become a trend, and the establishment and application of digital teaching environment also provides an efficient technical support for the teaching and practice of Academic English. Through its own characteristics and Academic English teaching requirements analysis, understand the function and role of digital environment in academic English teaching and trying to propose effective strategies for Academic English Teaching Practice Exploration.

A Reflection on a Teaching Practice

The present paper is a reflection on a teaching practice which employed second language acquisition(SLA) theories and teaching methodologies. The students taught were second-year non-English majors from X university and the course book used was New Horizon College English: Reading and Writing(3 rd edition). SLA theories involved include Input Hypothesis, Noticing Hypothesis and Comprehensible Output Hypothesis; teaching methodologies applied include Grammar-Translation Method,Communicative Language Teaching and Task Based Language Teaching(TBLT). After a semester-long teaching practice, the present reflection was completed after a deep discussion with the teacher. Students description, teaching process, and merits and demerits of this practice were illustrated.

English Forum on Medical Humanities of SMMU:An interdisciplinary innovative teaching practice

To conform to the college English teaching reform from English for General Purposes (EGP) to English for Academic Purposes (EAP) in the vital transfer era, the Foreign Language Department of Second Military Medical University (SMMU) launched an English for Medical Academic Purpose (EMAP) curriculum with English Forum on Medical Humanities (EFMH), a project-based teaching practice. Based on Rogers' learner-centered humanistic teaching approach which emphasizes students' involvement and experiences in learning, EFMH puts students and their practice in a central place. After four-year exploration and operation, the Forum has developed from a small-scaled embryo into an internationalized, standardized and professionalized event, having produced fruitful outcomes. It is expected that the success of EFMH will provide inspiring experiences and enlightenments for higher medical education in terms of academic English teaching and teachers' responsibilities to foster high-quality medical students.

MOOC/SPOC Blended Teaching Practice on Software Engineering Using“Integration of Physical Classroom,Online Classroom and Practical Classroom”

With the vigorous development of MOOC and SPOC,software engineering teachers are exploring how to use first-class online resources to reconstruct the software engineering teaching system.This study proposed a project-driven group discussion classroom teaching reform,which is characterized by“the trinity integration of physical classroom,online classroom,and practical classroom”.The reform employs heuristic and case-based teaching methods,in which,the curriculum is supplemented by smart teaching tools and takes discussion teaching as the core.The teaching process emphasizes the accumulation of multi-stage study results and adopts smart teaching method innovation.In this study,we also build practical classrooms with top software companies.We encourage students to participate in the classroom and take the initiative to practice through“discussion groups”“enterprise practice”,and“cloud training”,which improves learning effectiveness and enhances the ability to analyze problems,design systems,and innovate in actual software projects.

Research on Teaching Practice System Based on BIM

Building information modeling(BIM)course is a subject course integrating project management course and BIM Technology.BIM-based engineering project teaching is different from traditional engineering project management.It has many advantages such as information creation,information management,digital management of information sharing,and so on,which improves the integration of project management as a whole.Therefore,it is crucial to improve the curriculum system of colleges and universities by setting up BIM courses,and to integrate BIM knowledge into the curriculum system.Setting up BIM courses and integrating BIM knowledge into the curriculum system have also been the highlight for colleges and universities.The engineering management major of the university is combined with the BIM curriculum system to adjust the relevant talent training plan.Foreign countries have gradually integrated BIM technology into the classroom teaching system,and domestic curriculum teaching is undergoing a reform and is under development.Through a systematic link between theory and practical education,a targeted,accurate,and efficient characteristic curriculum system for engineering management specialty has been developed.

Teaching Reform and Practice of “Mathematical Analysis” under the New Engineering Education Paradigm

With the advent and promotion of the new engineering education paradigm,university mathematics courses face new challenges and opportunities.As a fundamental course for engineering majors,the reform of“Mathematical Analysis”is particularly crucial.This paper explores the necessity,specific practices,and outcomes of teaching reform in“Mathematical Analysis”within the context of the new engineering education.By reforming teaching content,methods,and assessment approaches,this study aims to enhance students’mathematical literacy and comprehensive abilities to meet the demands of the new engineering education development.

Reform of Theory-practice Alternating Teaching of the Introduction to Architecture Course Oriented to“Employment Priority and Integration of Industry and Education”

In the new era of building a socialist modernization country with the goal of promoting high-quality development,we deeply analyze the knowledge system of the Introduction to Architecture course.This analysis is based on the cross-disciplinary specialties of local applied universities and the orientation of prioritizing employment and integrating industry and education.We propose the teaching reform of“theory-practice alternation”which is adapted to the current times and societal needs.Finally,we comprehensively summarize the effectiveness of curriculum construction,in order to provide theoretical references for the implementation of fostering character and civic virtue and deepening the reform of collaborative education mechanisms.

Exploration of Practice Teaching Reform Based on Outcome-Based Education Concept:Taking Environmental Design Major as an Example

The concept of OBE(outcome-based education)is more focused on designing and implementing teaching activities around expected learning outcomes than the traditional teaching model and enhancing the quality of education through clear and measurable learning outcomes,which has led to profound changes in the field of education.However,environmental design practice teaching faces a series of challenges in the implementation of the OBE concept,including the complexity of the assessment system,personalized learning and creative learning,and over-reliance on quantitative assessment.Therefore,in order to further deepen the professionalization of the OBE concept,we have conducted research on the design education practice models at home and abroad,explored the practice teaching models and their applications such as project system,studio model,practical internships,and technology-driven interdisciplinary integration,and took the practice innovative teaching models of Stanford d.school and Rhode Island School of Design(RISD)as examples to explore the characteristics of the curricula,cultivation modes,and the development of the environmental design professional practice teaching model.The characteristics of OBE and RISD are discussed to provide a global vision and local contextual reference for the practice teaching reform of environmental design majors.

Construction of a Virtual Simulation Practice Teaching System of the Chemical Industry Under the Background of Integration of Production and Education

With the development of the integration of production and education,chemical engineering and technology education is facing many new challenges and opportunities.The construction of a chemical virtual simulation practice teaching system under the background of integration of production and education aims to improve students’learning efficiency and innovation ability with the help of virtual simulation technology,so as to meet the needs of future industrial development.This paper discusses the significance of the construction of the system,analyzes the difficulties and challenges that may be encountered in the construction process,and evaluates the effective strategies to strengthen the construction of the system.Through the introduction of virtual simulation technology,students can improve their practical skills and innovation ability,and better adapt to the development needs of industrialization and informatization.

Research and Practice of the Blended Teaching Model of BOPPPS Teaching Method Under the Background of Digital Education: Taking Operations Research Course as an Example

The rapid development of digital education provides new opportunities and challenges for teaching model innovation.This study aims to explore the application of the BOPPPS(Bridge-in,Objective,Pre-assessment,Participatory learning,Post-assessment,Summary)teaching method in the development of a blended teaching model for the Operations Research course under the background of digital education.In response to the characteristics of the course and the needs of the student group,the teaching design is reconstructed with a student-centered approach,increasing practical teaching links,improving the assessment and evaluation system,and effectively implementing it in conjunction with digital educational technology.This teaching model has shown significant effectiveness in the context of digital education,providing valuable experience and insights for the innovation of the Operations Research course.

Homogenization Construction of Three-Level Teaching Bases for General Practice Medicine Under the Internet+Model

With the continuous expansion of medical student enrollment,the number of clinical teaching bases is gradually increasing.However,there are significant differences in clinical teaching management models and teaching levels among different bases.Most clinical teaching bases have incomplete teaching management systems,inadequate teaching management institutions,insufficient teaching personnel,and inadequate implementation of teaching rules and regulations.This article combines the construction practice of three-level clinical teaching base of the General Medicine College and the First Affiliated Hospital of Xi’an Medical University.We establish a standardized management system for the three-level clinical teaching base;implement a teaching supervision system and strengthen the monitoring of teaching quality;adopt multiple evaluations to test the effectiveness of clinical teaching implementation;explore the path of homogenization construction of teaching bases in terms of unified teacher training,promoting the development of teacher teaching abilities with equal quality and excellence,and providing a reference for improving the quality of medical talent training.

“Three-Wide Education”Reform,Innovation,and Practice in Guangdong University of Petrochemical Technology

The comprehensive reform of“three-wide education”is important to achieve inheritance and innovation in ideological education in colleges and universities.The Guangdong University of Petrochemical Technology aims to address the practical problems of a weak ideological education team,incomplete system and mechanism,and insufficient resource mobilization in“three-wide education.”It actively explores the“three-wide education”based on the university’s existing foundation and advantages.Comprehensive,innovative ideas for reform,practice,and promotion of unique practices and paths are necessary,to continuously deepen education reforms and strive to build a new“three-wide education”work pattern to help the country’s modern talent cultivation work.

Teaching Reform and Practice of Embedded System Design Based on Outcome-Based Education

Embedded system design is the core course of the telecommunication major in engineering universities,which combines software and hardware through embedded development boards.Aiming at the problems existing in traditional teaching,this paper proposes curriculum teaching reform based on the outcome-based education(OBE)concept,including determining course objectives,reforming teaching modes and methods,and improving the curriculum assessment and evaluation system.After two semesters of practice,this method not only enhances students’learning initiative but also improves teaching quality.