scholarly journals Existing Problems and Improving Methods in the Classroom Teaching of Primary and Secondary Schools

2018 ◽  
Author(s):  
Qinghua Li ◽  
Qingpeng Huang ◽  
Dong Xue
Keyword(s):  
Secondary Schools ◽  
Classroom Teaching ◽  
Existing Problems

Situational inquiry method in the research teaching mode for ideological and political courses

2020 ◽  
pp. 1-12
Author(s):  
Rong Wu ◽  
Jian Xu ◽  
Ping Qian
Keyword(s):  
Teaching Practice ◽  
Optimization Methods ◽  
Classroom Teaching ◽  
Teaching Process ◽  
Existing Problems ◽  
Positive Effects ◽  
Depth Analysis ◽  
Combination Of Methods ◽  
Inquiry Method ◽  
Effective Use

Based on the existing literature review and background analysis, the article first expounds the theoretical basis, realistic basis, main principles and links of the situational inquiry method applied to the research teaching of ideological and political courses, and combines teaching practice Interviews and investigations conducted an in-depth analysis of the current situation of the application of situational inquiry methods in the research teaching of ideological and political courses. Through inquiry analysis, it summarizes a series of positive effects of the situational inquiry method in the research teaching of ideological and political courses, such as enriching the teaching methods and enhancing the fun of the classroom; improving the effectiveness of classroom teaching and enhancing the comprehensive quality of students; promoting the professionalism of teachers Development, teachers’ teaching literacy. At the same time, it also found some problems to be solved urgently, such as insufficient participation of teachers, insufficient enthusiasm of students, chaotic and disorderly classroom teaching process caused by random arrangement, and difficulty in application caused by the limitations of situational inquiry method itself. Secondly, based on the analysis of the existing problems, it is proposed to strengthen the continuing education of teachers and promote teachers ’"one specialty and multiple abilities"; create a good atmosphere and improve students’ classroom participation; optimize the teaching process and generate charming classrooms; adhere to appropriate use and other teaching The combination of optimization methods such as the combination of methods is aimed at further optimizing the effective use of situational inquiry methods in the research teaching of ideological and political courses, and further improving the effectiveness of classroom teaching.

Principals’ Conflict Resolution Strategies and Teachers’ Job Effectiveness in Public Secondary Schools in Akwa Ibom State, Nigeria

2017 ◽  
Vol 7 (2) ◽  
pp. 153-158 ◽  
Author(s):  
Dr. Aniefiok O. Edet ◽  
Uduak R. Benson ◽  
Rita E. Williams
Keyword(s):  
Conflict Resolution ◽  
Secondary Schools ◽  
Classroom Teaching ◽  
Job Effectiveness ◽  
Classroom Discipline ◽  
Academic Activities ◽  
Conflict Resolution Strategies ◽  
The Government ◽  
Integration Strategies ◽  
Resolution Strategies

Abstract The thrust of this study was to investigate the relationship between Principals’ conflict resolution strategies and teachers’ job effectiveness in public secondary schools. The area of the study was Akwa Ibom State. The specific purpose of this research was to find out if principals’ conflict resolution strategies namely cause identification and integration strategies relate to teachers’ job effectiveness in terms of classroom teaching, maintenance of classroom discipline and supervision of students’ academic activities. Two research questions were raised and were duly converted into two research hypotheses to guide the study. Correlational research design was adopted for the study. The sample size of the study consisted of one thousand and fifty(1,050) public secondary school teachers and two thousand, one hundred(2,100) Senior Secondary two students randomly sampled from the population of six thousand, two hundred and ninety three (6293) teachers and twenty thousand, five hundred and ten (20,510) students respectively. Data collected from the study’s instruments called Principals’ Conflict Resolution Strategies Questionnaire (PCRSQ) and Teachers’ Job Effectiveness Questionnaire (TJEQ) were analysed using Pearson Product Moment Correlation Analysis. Results of the findings revealed that cause identification and integration strategies had significant relationship with teachers’ job effectiveness in terms of classroom teaching, maintenance of classroom discipline and supervision of students’ academic activities. In the light of these findings, it was recommended that the government should ensure that school principals are retrained regularly and constantly through school-based workshops, conferences, and seminars on effective conflict resolution strategies in-order to enhance teachers’ job effectiveness.

scholarly journals Discussion on Flipped Classroom Teaching Mode in College English Teaching

2018 ◽  
Vol 11 (11) ◽  
pp. 92
Author(s):  
Yanxia Du
Keyword(s):  
Flipped Classroom ◽  
Large Scale ◽  
Classroom Teaching ◽  
Teaching Model ◽  
College English ◽  
English Teaching ◽  
Modern Information Technology ◽  
Existing Problems ◽  
Advantages And Disadvantages ◽  
Teaching Ideas

Flipped classroom is now one of the most highly valued models in universities. From domestic and foreign research, flipped classroom can provide language input for students’ autonomous learning via modern information technology, which creates more opportunities for classroom output activities and eventually can effectively improve the teaching effect of College English. This paper analyzes the concept of flipped classroom, summarizes the advantages and disadvantages of flipped classroom teaching model in College English teaching from the existing problems in English teaching, and focuses on the innovative exploration of flipped classroom for college English teaching ideas based on the characteristics and theoretical basis of flipped classroom teaching model. This paper is expected to provide implications for the implementation of the flipped classroom teaching model in College English teaching in China, so as to promote the reform of College English teaching, perfect the flipped classroom teaching model to adapt to the form of College English teaching in China, and lay the foundation for implementation of flipped classroom on a large scale.

A study of English teaching based on the effectiveness of the cultivation of vocational technical talents

2021 ◽  
pp. 1-5
Author(s):  
Lin Hu ◽  
Zheqian Su
Keyword(s):  
Vocational Education ◽  
Quality Education ◽  
Classroom Teaching ◽  
Higher Vocational Education ◽  
Teaching Mode ◽  
English Teaching ◽  
Existing Problems ◽  
Depth Analysis ◽  
Employment Quality

As a big country of population and strong education, the importance of education is self-evident. Especially in recent years, with the deepening of the reform of education system and quality education, the demand of the society for the application-oriented and skilled talents is increasing, which greatly promotes the development of higher vocational education. The main goal of higher vocational education is to cultivate students with professional skills and vocational ability, and the employment quality and employment rate of students are the important standards to measure the quality of higher vocational education. For higher vocational English, it has stronger applicability, so constructing a scientific and reasonable teaching mode based on vocational ability is quite necessary, which can effectively cultivate students’ practical ability and promote the effectiveness of classroom teaching. This paper makes an in-depth analysis and discussion on the occupation skill-oriented vocational English teaching mode, and according to the needs of professional talents in higher vocational education in our country, the author deeply studies the existing problems in the teaching of English in contemporary society and solves them actively, so that the English teaching in higher vocational colleges in China can achieve better results.

Using Rasch measurement to validate an instrument for measuring the quality of classroom teaching in secondary chemistry lessons

2016 ◽  
Vol 17 (2) ◽  
pp. 381-393 ◽  
Author(s):  
Peng He ◽  
Xiufeng Liu ◽  
Changlong Zheng ◽  
Mengying Jia
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Measurement Instrument ◽  
Rasch Measurement ◽  
Classroom Teaching ◽  
Expert Teachers ◽  
Rasch Modeling ◽  
Validity And Reliability ◽  
Secondary Chemistry

This study intends to develop a standardized instrument for measuring classroom teaching and learning in secondary chemistry lessons. Based on previous studies and interviews with expert teachers, the progression of five quality levels was constructed hypothetically to represent the quality of chemistry lessons in Chinese secondary schools. The measurement instrument was revised from the Evaluation Scale of Effectiveness of Primitive System of Classroom Teaching (ESEPrSCT). 90 videotaped chemistry lessons were collected and measured to validate the instrument in the pilot and field stage. By means of Rasch modeling, the instrument consisting of 18 items with five response categories was finally validated in this study. The results provide the validity and reliability evidence for using this measurement instrument to assess the quality of chemistry lessons.

scholarly journals Culture Teaching in Moroccan EFL Secondary Schools

2021 ◽  
Vol 3 (2) ◽  
pp. 127-144
Author(s):  
Mohamed AKHARRAZ
Keyword(s):  
Secondary Schools ◽  
Classroom Practices ◽  
Foreign Languages ◽  
Classroom Teaching ◽  
Ministry Of Education ◽  
Efl Context ◽  
Efl Teachers ◽  
Culture Teaching ◽  
Second Year ◽  
Globalized World

To empower Moroccan students to join the rapidly growing globalized world, the Ministry of education, through multiple official documents, incessantly calls for culture incorporation in the teaching of foreign languages. While the existing research studies on culture in the Moroccan EFL context have considerably revolved around textbook analysis, no study known to the researcher, has explored the real classroom practices of culture teaching in Moroccan secondary schools. Hence, this study explores how culture is being treated by the teaching practitioners at Moroccan secondary EFL classrooms – second-year Baccalaureate level. The thematic analysis of the data collected from 76 EFL instructors at Souss Massa Academy, through online questionnaires and interviews, has shown that the research participants demonstrated a good understanding of the culture teaching. However, the findings exhibited that plenty of challenges have made the linguistic components continue to pre-empt the significant portion of time in the classroom teaching. Based on the reported hurdles, a set of recommendations for the EFL teachers, ELT supervisors, textbook and curriculum designers, and further research were highlighted.      

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