scholarly journals Research and Practice of Data Structure Curriculum Reform Based on Outcome-Based Education and Chaoxing Platform

2021 ◽  
Vol 11 (8) ◽  
pp. 375-380
Author(s):  
Dongqing Wu ◽  
◽  
Pengfei Guo ◽  
Chaolong Zhang ◽  
Chaojun Hou ◽  
...  
Keyword(s):  
Data Structure ◽  
Curriculum Reform ◽  
Learning Effect ◽  
Autonomous Learning ◽  
Main Body ◽  
Student Centered ◽  
Research And Practice ◽  
Outcome Based Education ◽  
Educational Concept ◽  
Combine Outcome

In view of the problem of the data structure course being difficult to learn and teach, this paper analyses the characteristics and pain points of the course. We implement the concept of 'student-centered' education, combine outcome-based education and heuristic teaching, take students' learning effect as guidance and construct the curriculum according to the requirement of the industry. Combining students' autonomous learning, teachers' blackboard writing and on-site programming, we practice the educational concept of students as the main body and teachers as the auxiliary part. Finally, we highlight the significance and prospects of the results of this research and conclude that the research results are effective.

scholarly journals Research on the Teaching Reform of Logistics – Flipped Classroom Under the OBE Concept

2021 ◽  
Vol 5 (11) ◽  
pp. 47-53
Author(s):  
Jing Song
Keyword(s):  
Curriculum Reform ◽  
Flipped Classroom ◽  
Reverse Direction ◽  
Teaching Process ◽  
Student Centered ◽  
Teaching Reform ◽  
Outcome Based Education ◽  
Teaching Design ◽  
New Ideas

This article discusses the problems existing in the teaching of Logistics and the urgency of its curriculum reform, introduces the concept of outcome-based education (OBE) into the teaching process of Logistics, designs the teaching in a reverse direction guided by the results, and implements the teaching design in the form of flipped classroom. A “student-centered” teaching process endows students with stronger autonomy and initiative and encourages them to cooperate with each other. This teaching process provides new ideas and methods for the teaching reform of Logistics as well as the cultivation of excellent logistics talents.

scholarly journals Discussion on the Teaching of Student-Centered Circuit Analysis Course

2020 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Yangyang Yu ◽  
Wenjing Liu
Keyword(s):  
Teaching Method ◽  
Teaching Quality ◽  
Circuit Analysis ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Main Body ◽  
Teaching Mode ◽  
Student Centered ◽  
Teaching Reform ◽  
Teaching Content

In view of the problems existing in the teaching of Circuit Analysis in our school, this paper puts forward that the teaching mode based on “teaching” should be changed to “learning”, with teachers as the guide and students as the main body, and students’ autonomous learning ability should be highlighted, so as to improve the teaching quality. This paper through the analysis of circuit analysis course and the characteristics of circuit analysis teaching in our school, takes the principle of improving students’ practical ability and enhancing students’ initiative, constantly promote the teaching reform and improve the teaching effect from the teaching content and teaching method two aspects.

scholarly journals Construction and Analysis of Intelligent English Teaching Model Assisted by Personalized Virtual Corpus by Big Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Jinxia Zhu ◽  
Changgui Zhu ◽  
Sang-Bing Tsai
Keyword(s):  
New Economy ◽  
Autonomous Learning ◽  
General Idea ◽  
Teaching Mode ◽  
Student Centered ◽  
Industrial Transformation ◽  
College English ◽  
Technological Revolution ◽  
English Teaching ◽  
New Industry

At present, a new round of scientific and technological revolution and industrial transformation with information technology at its core are accelerating. At present, a new round of scientific and technological revolution and industrial transformation with information technology at its core is accelerating. The challenge of new economy and new industry has put forward new requirements for the training of talents in China. The challenges of new economy and new industry have put forward new requirements for the cultivation of engineering talents in China. Based on corpus, this study constructed a model of intelligent English teaching assisted by virtual corpus. The traditional teaching of college English reading is based on, around, and for texts. Using DDL model, teachers can break the limitation of textbooks. On the basis of analyzing the general idea of the text, they can search out massive real corpus related to the general idea of the text by searching the core words in the text, so as to provide extensive reading resources for students in the maximum range. At the same time, teachers can rely on the corpus to design different types of teaching activities, realize student-centered task-based, inquiry-based, and autonomous learning and cultivate students’ critical thinking ability, practical ability, and cross-cultural communication ability. This model breaks the limitation of “classroom + textbook,” realizes student-centered task-based, exploratory, and autonomous learning, trains interdisciplinary new engineering talents needed by emerging industries and new economy in the future, and promotes the sustainable development of English teaching. Corpus-data-driven college English teaching mode breaks the limitation of “classroom + textbook,” changes the traditional college English teaching mode, and realizes student-centered task-oriented, inquiry-based, and autonomous learning.

Curriculum and Evaluation in Outcome-Based Education

2021 ◽  
Vol 58 (2) ◽  
pp. 5620-5625
Author(s):  
Dr. Gurudutta P Japee, Dr. Preeti Oza
Keyword(s):  
Student Performance ◽  
Information Society ◽  
Knowledge Society ◽  
The Other ◽  
Student Centered ◽  
Outcome Based Education ◽  
The World ◽  
Fast Pace ◽  
The Mind ◽  
Democratic Knowledge

The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE

Information Systems Education for the 21st Century

2005 ◽  
pp. 171-202 ◽  
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Information Systems Education for the 21st Century

2011 ◽  
pp. 2791-2816
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

scholarly journals Multimodal Pedagogies in Teaching English for Specific Purposes in Higher Education: Perceptions, Challenges and Strategies

2020 ◽  
Vol 1 (1) ◽  
pp. 33-38 ◽  
Author(s):  
Meryem Laadem ◽  
Hind Mallahi
Keyword(s):  
Language Learners ◽  
English For Specific Purposes ◽  
Learner Engagement ◽  
Student Centered ◽  
Teacher Student ◽  
Multimodal Pedagogy ◽  
Educational Concept ◽  
Multimodal Information ◽  
Teachers And Students ◽  
Verbal Message

The rapid growth and renovation from print-based to multimodal information has still not received sufficient attention from the field of English for Specific Purposes (ESP). In fact, a multimodal pedagogy is a new evolving educational concept and practice. It is regarded as a source of creativity and modernity for both teachers and students. It actually refers to the paradigm revolutions in teaching based on what could be useful, effective and relevant to students’ needs and interests and its development will ground the principles of student-centered approach. In essence, multimodal pedagogies work across the linguistic and visual modes to fulfill the purposes of the text and the context in order to appropriately organize, develop information and ideas, and convey meaning. The present paper advocates the need to reconsider ESP through multimodal practice to ensure new opportunities of interactive learner engagement. This means that language learners should learn how to exploit semiotic modes beyond the verbal message in order to effectively enhance their awareness and facilitate comprehension. In short, this paper will briefly define modes, the issues of how multimodal environments can affect ESP and how multimodal modes can have an impact on students’ motivation and teacher-student interaction.

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