scholarly journals On the Teaching Strategies of Communication Courses under the Background of Media Convergence

2020 ◽  
Vol 2 (4) ◽  
pp. 83
Author(s):  
Xin Zhang
Keyword(s):  
Teaching Strategies ◽  
Communication Theory ◽  
Teaching Practice ◽  
Great Influence ◽  
Colleges And Universities ◽  
Media Convergence ◽  
Journalism Education ◽  
Media Integration

In order to cope with the great changes in media integration, journalism education in colleges and universities is seeking reform and breakthrough. Communication is the basic theoretical course of news communication. The author finds that in teaching practice, with the acceleration of the process of media integration, more and more students misunderstand the communication science, and think that the communication theory is “outdated”, and the tendency of media integration is “out of touch”, which has a great influence on teaching.

The Application of QQ Group in Modern Educational Technology Course

2013 ◽  
Vol 380-384 ◽  
pp. 2544-2547
Author(s):  
Ling Xu ◽  
Wei He
Keyword(s):  
Educational Technology ◽  
Collaborative Learning ◽  
Teaching Practice ◽  
Education Technology ◽  
Colleges And Universities ◽  
Modern Education ◽  
Teaching Content ◽  
Teacher Professional ◽  
The Way ◽  
Technology Course

The modern education technology course is a compulsory course of teacher professional in Colleges and universities, after years of teaching practice, the teaching content and teaching form has been relatively mature, but there are still some problems: the contradiction between class hour and teaching content; the limitations of communication between teachers-students and students-students, the lack of collaborative learning, etc. Put forward the way and scheme by using QQ group to solve the above problems.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals Task-Based Technology: Portuguese Language Teaching Practices

2020 ◽  
pp. 81-88
Author(s):  
Joana Carvalho ◽  
◽  
Sixto Cubo Delgado ◽  
Inmaculada Sánchez Casado
Keyword(s):  
Active Learning ◽  
Teaching Strategies ◽  
Technology Use ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Native Language ◽  
Language Teaching ◽  
Development Data

As part of a PhD investigation, this presentation aims to reveal the findings on Portuguese as a Non-Native Language (PNNL) teaching practice when using technology to implement other language approaches such as Task-Based Language Teaching (TBLT). A mixed research was developed to explain if there was a relation between technology use and the implementation of different language methods and teaching strategies, and also holistic task development. Data was gathered from 101 PNNL teachers, with working experience in and out of Portugal. The results provided evidence that technology was not being used to engage students in active learning and holistic tasks, as TBLT sustains, nor was it being used to develop different language methods and teaching strategies. It has been concluded that PNNL teachers were not using technology in their teaching practice to better implement other language methods, such as TBLT.

scholarly journals Student-Centered Online Teaching Practices in Theoretical Mechanics

2021 ◽  
Vol 11 (2) ◽  
pp. 233
Author(s):  
Haibin Sun ◽  
Tingting Liu
Keyword(s):  
Moral Education ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Independent Learning ◽  
Learning Ability ◽  
Student Centered ◽  
Effective Strategies ◽  
Theoretical Mechanics

The COVID-19 pandemic has had a serious impact on education at all levels and types, and the education system, including colleges and universities, has been forced to respond by a sudden shift to online teaching. Successful online teaching requires careful thinking, planning, and technical and human support from teachers. Based on the reflection on the offline classroom teaching of theoretical mechanics for many years and the online teaching practice of first half of 2020, the author summarizes effective strategies for implementing online teaching of theoretical mechanics. We prepared the theoretical mechanical lessons through a “student-centered” approach, such as preparing teaching materials, students and teaching methods. These teaching strategies include (i) Adopting live-stream teaching as the main teaching method, (ii) Applying electronic blackboard to online deductions, (iii) Linking theory to practice for better understanding of knowledge, (iv) Integrating curriculum content in ideological and moral education, (v) Conducting formative assessment to supervise and motivate online learning. The implementation of these online teaching strategies has effectively promoted the development of students' independent learning ability.

scholarly journals Practice Teaching Reform of Mechanical Design and manufacture and Its Automation Specialty under Transformation and Development

2018 ◽  
Vol 1 (2) ◽  
pp. 48
Author(s):  
Qian Yi
Keyword(s):  
Teaching Strategies ◽  
Mechanical Design ◽  
Colleges And Universities ◽  
Teaching Reform ◽  
Practice Teaching ◽  
The Times ◽  
Important Position ◽  
Design And Manufacture ◽  
Education Transformation ◽  
Practical Teaching

With the development of the times, undergraduate colleges and universities begin to transform and develop to adapt to the changing society, and put forward new requirements for practical teaching strategies, especially for applied undergraduate colleges. The reform of practical teaching is particularly important. Under the development of education transformation, the reform of mechanical design and manufacture and the practice teaching of automation specialty also occupy a very important position. Through the understanding of the reform of the practical teaching of this specialty, the effect of the reform is observed, and a reasonable teaching scheme is put forward to promote the steps of the transformation of the practical teaching.

scholarly journals College English Teaching Design and Practice Based on Cross-cultural Theory

2016 ◽  
Vol 11 (08) ◽  
pp. 65 ◽  
Author(s):  
Xin Zhao ◽  
Shuang Gu ◽  
Shanshan Yu ◽  
Mingli Gao
Keyword(s):  
Teaching Strategies ◽  
Teaching Practice ◽  
Language Education ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
College English ◽  
English Teaching ◽  
Teaching Content ◽  
Education Theory ◽  
Culture Teaching

The theoretical bases for the thesis are cross-cultural foreign language education theory, systemic education theory and multimedia-assisted English teaching theory. At first, the thesis summarizes and analyzes every unit involving cultural knowledge in College English textbook Oxford English used in Shanghai at present, demonstrating the feasibility of culture teaching in the elementary stage of College English. Then based on systemic teaching theories, the thesis analyzes teaching aim, teaching demand, teaching environment, teaching content, teaching strategies, evaluative strategies and implementation of culture teaching. Next, the thesis designs specific courses to match daily teaching activities by way of collecting culture teaching materials, designing culture teaching content and relevant teaching strategies. When designing specific courses, I take advice from experts and teachers on the front, develop three teaching cases and use courseware for teaching practice.

Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

2020 ◽  
Vol 27 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Rod Philpot ◽  
Wayne Smith ◽  
Göran Gerdin ◽  
Lena Larsson ◽  
Katarina Schenker ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
Teaching Strategies ◽  
Critical Incident ◽  
Teaching Practice ◽  
Critical Incident Technique ◽  
Research Approach ◽  
Research Project ◽  
Health And Physical Education ◽  
Social Justice Pedagogies

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call ‘social justice pedagogies’. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

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