An Inquiry of Teaching Methods Based on the Psychological Needs of Comfort in Small Architectural Space

2014 ◽  
Vol 507 ◽  
pp. 53-59
Author(s):  
Jun Zhang ◽  
Jia Xue Zhao
Keyword(s):  
Teaching Methods ◽  
Architectural Design ◽  
Teaching Method ◽  
Daily Life ◽  
Psychological Needs ◽  
Design Guidelines ◽  
Behavior Patterns ◽  
Teaching Process ◽  
Architectural Space ◽  
Different Types

In architectural designs teaching process, to enable the students to think in complete accord with the users thinking logic, under the premise of the effect of a comfortable usage, teaching process needs to return to the user's needs as the main purpose. By studying the psychological needs of the user, the sense of comfort of building space in people's daily life can be explored, and by integrating this approach into the teaching of architectural design , different types of spaces can be divided from the perspective of human behavior patterns,. After the investigation and analysis in different types of space which people have different psychological needs, and the method for determining the sense of comfort, we can make analogies and inferences with examples, propose comfort and design guidelines under specific behavioral environment, so as to achieve the humanization of space and provide a more effective teaching method of authentication in the teaching of design.

Choosing Teaching Methods Based on Learning Objectives: An Integrative Framework

1999 ◽  
Vol 14 (1) ◽  
pp. 11-15 ◽  
Author(s):  
Sarah E. Bonner
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Full Range ◽  
Learning Objectives ◽  
Learning Objective ◽  
Integrative Framework ◽  
Accounting Courses ◽  
Complex Skills ◽  
Different Types ◽  
Comprehensive Framework

This paper develops a comprehensive framework for choosing teaching methods in accounting courses. Since teaching methods vary as to the conditions they can create and different types of learning objectives require different conditions for achievement, the premise guiding the framework is that the choice of teaching methods should be based primarily on the type of learning objective. The development of the framework yields two important conclusions. First, a single teaching method typically cannot create all the conditions necessary for a given learning objective. Second, learning objectives involving complex skills require teaching methods that promote active learning on the part of students, while learning objectives involving simpler skills can be achieved with more passive teaching methods. In practical terms, an accounting instructor needs to carefully employ multiple teaching methods to achieve all the learning objectives of a given accounting course, since these objectives likely encompass the full range of types of objectives.

Integrative Application of Modern Teaching Methods in Teaching of Engineering Geophysical Exploration

2011 ◽  
Vol 271-273 ◽  
pp. 1425-1429
Author(s):  
Ping Yang ◽  
Zhao Li ◽  
Hua Feng Guo ◽  
Yi Qun Tang ◽  
Jian Xiu Wang
Keyword(s):  
Teaching Methods ◽  
Teaching Practice ◽  
Teaching Method ◽  
Science And Technology ◽  
Modern Science ◽  
Teaching Quality ◽  
Teaching Process ◽  
Geophysical Exploration ◽  
Teaching Content

In order to improve the teaching quality and effect of engineering geophysical exploration, the teaching method of engineering geophysical exploration was reformed and modern teaching methods, such as Video, Graph, Flash, Universal Soft and Internet, were used in the teaching process of engineering geophysical exploration. The teaching practice shows that the modern teaching methods can complement each others and extend the teaching methods of engineering geophysical exploration. The teaching content can keep in step with development of modern science and technology. The teaching effect of engineering geophysical exploration was greatly improved by integrative application of modern teaching methods.

scholarly journals A Theoretical Perspective on the Case Study Method

2017 ◽  
Vol 7 (1) ◽  
pp. 96
Author(s):  
Zafer Cakmak ◽  
Ismail Hakan Akgün
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Theoretical Perspective ◽  
Real Life ◽  
Theoretical Knowledge ◽  
Case Study Method ◽  
Application Process ◽  
Teaching Process ◽  
The Subject

Ensuring that students reach the determined goals of the courses at the desired level is one of the primary goals of teaching. In order to achieve this purpose, educators use a variety of teaching strategies and methods, and teaching materials appropriate to the content and the subject of the courses in the teaching process. As a matter of fact, it is known that the methods and materials that appeal to different sense organs of the students influence the learning process positively. In addition, the use of various teaching methods, techniques and materials in the teaching process both attract students’ attention and save the lesson from boredom, which affects the learning positively. In the process of teaching students sometimes have problems using their theoretical knowledge in real life situations. In this context, various teaching methods are also used for the practicalization of theoretical knowledge in the teaching processes. The case study method is one of the effective methods to achieve this purpose, because the case study method is a teaching method that enables students to acquire the knowledge and skills to deal with the problem they are working on and to produce information-based solutions in real life situations similar to the situations they are working with. In this study, the literature related to the case study method was examined and the application of the method, its history, application types, points to be considered in the application process, advantages of using the method in the teaching process and its limitations and teaching techniques to be used with the method are explained.

scholarly journals Research on the Application of Experienced Culture Teaching Method in Chinese International Education

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Yiping Zhao
Keyword(s):  
International Education ◽  
Teaching Methods ◽  
Chinese Culture ◽  
Teaching Method ◽  
Economic Status ◽  
Economic Globalization ◽  
Teaching Process ◽  
Traditional Chinese Culture ◽  
Culture Teaching ◽  
Chinese Learning

With the acceleration of economic globalization, my country’s economic status is rapidly improving, more and more foreigners come to China to seek development, and the corresponding Chinese learning is becoming more and more popular. In order to better promote Chinese international education, the teaching methods of experiencing traditional Chinese culture have received very good feedback. This article mainly analyzes the application of experience culture teaching methods in Chinese international education, in order to better promote Chinese international education the teaching process.

scholarly journals The Educational Processes Between Program and Places

2019 ◽  
pp. 210-215
Author(s):  
Alessandro Massarente
Keyword(s):  
Economic System ◽  
Teaching Methods ◽  
Architectural Design ◽  
Teaching Method ◽  
Educational Process ◽  
Educational Processes ◽  
The Relationship ◽  
Bologna Agreement ◽  
New Settlements ◽  
Regeneration Processes

It is well known that programs and places are agents of educational process, but the interaction between them is very different during each of the 5 years of an architectural degree course. Since its launch in 1991, Ferrara school of architecture has experimented a new teaching method in Italy based on interdisciplinary laboratories, inspired to the Bologna Agreement. The themes on which these laboratories were based were mainly referred to project of new settlements. This interaction through design between disciplines and new settlements was for many years in Italy the leitmotif of teaching methods until the beginning of the new century, when following the building boom it was clear how the speculative bubble would burst out loud, leading to a revision of the global economic system and to the consequent effects on the architectural design role. It was precisely from those years that in Ferrara the introduction of themes related to the recovery of disused or fragile areas was started, with particular attention to the relationship between built landscape, dismissed areas and regeneration processes.

scholarly journals A Progressive Digital Narrative Teaching Method to Improve Learning Motivation as a Lifelong Learning Skill

2021 ◽  
Vol 13 (23) ◽  
pp. 12991
Author(s):  
Chih-Hao Lin ◽  
Yao-Yun Chang
Keyword(s):  
Teaching Methods ◽  
Computer Network ◽  
Teaching Method ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Teaching Process ◽  
Innovative Teaching ◽  
Depth Of Knowledge ◽  
Teaching Content

Computer networks are a professional subject of the Computer Science Department. Traditional teaching methods are not suitable for business school students who think the content is too theoretical to understand. Therefore, this research proposes a three-stage progressive teaching method, which divides the teaching process into three teaching stages according to the depth of knowledge of the teaching content. The teaching process gradually adopts traditional instruction, digital storytelling teaching methods, and visual narrative creation projects to guide students’ learning methods. The objective of this research is to adopt a step-by-step three-stage teaching method to gradually increase students’ interest in learning and make computer network learning more effective. The research results show that this innovative teaching method can cultivate learners’ computational thinking and deepen their understanding of corresponding knowledge. The students stated that the anthropomorphic situational narrative materials in the course increased their understanding and enjoyment, thereby improving their learning motivation and effectiveness.

scholarly journals The Influence of Micro-teaching on Teaching Abilities of Students Majoring in Physical Education in Physical Schools

2021 ◽  
Vol 251 ◽  
pp. 03077
Author(s):  
Jianfei Wang
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Function Method ◽  
Teaching Method ◽  
Direct Method ◽  
Implementation Process ◽  
Step Method ◽  
Teaching Process ◽  
Class Participation ◽  
Study Task

There are several of teaching methods used in the course of teaching, process, the implementation process and the implementation of the teaching results. Quite a large number of teaching methods are popular in education course nowadays, for example, situational teaching method, play method, direct method, happy teaching, translating, expository method, function method, communicative approach, discussion method, import method, cooperating study, exploring study, task-based teaching method, task-based language teaching, five-step method, and RPCPP. As these methods refer, class participation, demonstration, recitation, memorization and combination [1] are all included in the teaching methods. The choice of teaching methods is used to be depending mainly on the course, including the content of this course, the audience of this course, the teachers of this course, the skills or lessons of this course, and most importantly, the influence that the course want to bring.

scholarly journals Teaching Methods in Architectural Design Basics

2015 ◽  
Vol 37 ◽  
pp. 379
Author(s):  
Mahmoud Reza Saghafi ◽  
Farhang Mozaffar ◽  
Seyed Mohsen Moosavi ◽  
Noosheen Fathi
Keyword(s):  
Teaching Methods ◽  
Architectural Design ◽  
Success Factors ◽  
Teaching Method ◽  
University Teaching ◽  
Quality Analysis ◽  
Theory Approach ◽  
Class Session ◽  
One Step ◽  
Grounded Theory Approach

During its changes, architecture teaching, bump into several concerns from initial academic teaching up to nowand it always tolerates some of them permanently. During recent years, many researches went through thatactions with regard to the content debate and organizing architectural teaching. In this present article, we bestshot to go one-step forward in order to solve one of the problems teacher hit upon through method expression andconsideration of teaching method for Architectural Design Basics Courses. Some of these issues for investigationinclude, which goals nail down Architectural Design Basics Courses in university teaching system in Iran?What are the methods and approaches for teaching these courses? Which factors shall investigated beforestarting class session? Which factors are effective on learning process? According to methodology, we started todo research through observation and gathering poll of three universities holding three levels of teaching record inarchitecture (University of Tehran, Marlik Institute of Higher Education and FakhrRazi Institute of HigherEducation), we out –and- out ideas of students and professors of these courses. In addition, through introducingmethods to teach architecture lessons which investigated by researchers during recent years, we will put forwardfor solutions to improve teaching in Architectural Design Basics. In this article, we took advantage fromscanning investigation, we applied observation, library study, and questionnaire to congregate information, andwe brought off quality analysis through a grounded theory approach. In concordance with investigation results,one of the success factors for Architectural Design Basics is dramatize many practices which fired up byprofessors through bring into play different teaching methods.

Research on Java Programming Course Based on CDIO and Iterative Engineering Teaching Pattern

2020 ◽  
Vol 13 (3) ◽  
pp. 519-530
Author(s):  
Cai Yang
Keyword(s):  
Engineering Education ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Teaching Method ◽  
Teaching Model ◽  
Main Body ◽  
Teaching Process ◽  
Teaching Mode ◽  
Java Programming ◽  
Data Statistics

Background: In universities, the course of Java programming is widely offered.It contains many contents and is practical. Therefore, learning Java programming is considered to be a difficult and challenging task for beginners. That is to say, students must learn a lot of programming skills in order to effectively master the course. However, it is often reported that the result of teaching Java programming is poor, mainly reflected in the stereotyped teaching methods, lack of project development experience and so on. In order to investigate and solve these problems, many educational experts have conducted in-depth research about it. CDIO (Conceiving-Designing-Implementing-Operating) engineering education model is the latest achievement of engineering education reform in recent years. It is a life cycle from product development to product operation as the carrier, which enables students to learn engineering in an active, practical and comprehensive way. For the problems in Java programming course, the concept of CDIO engineering is introduced to solve them. Methods: Firstly, the research status of Java programming course and the application of CDIO model were analysed. Secondly, the current situation of learning was analysed by means of questionnaire survey. At the same time, the main problems existing in the current teaching project were listed. Following this, the questionnaire method was used to analyse the current learning situation of Java programming course. The ideas of CDIO engineering education and iteration mode were applied to Java programming course. From various perspectives, this paper makes a detailed analysis of the development methods and strategies of the new teaching mode. Finally, the teaching model was applied to the existing teaching process. The teaching effect of the model was verified by data statistics. Results: The experimental results show that the new teaching mode encouraged students to master programming knowledge as well as problem-solving strategies. Students' interest in learning has been increased and their comprehensive ability has also been improved. Compared with traditional teaching methods, teachers tend to adopt CDIO teaching methods. The data statistics of teaching effect include six aspects: learning initiative, learning interest, knowledge-related ability, communication ability and practical ability, practical skills and final examination scores. The final exam results also showed that students with the new method performed better than those being taught with the older teaching method. Conclusion: A new teaching model based on graded iteration and CDIO Engineering education mode is proposed for the problems existing in the teaching process of Java programming course. This paper creatively combines CDIO engineering ideas with Java programming course, and introduces the idea of hierarchical iteration. According to this idea, the knowledge structure of the course is put forward, and the teaching method of CDIO is adopted to attract students to study Java programming. The basic characteristics of the teaching mode are that the project is taken as the main line, the teacher as the leading role, and the students as the main body, so as to cultivate the students' comprehensive engineering ability. By strengthening the classroom teaching and practice teaching, the new model improves the Java teaching process, and enhances the teaching effect. The teaching practice proves that the new teaching model can mobilize the enthusiasm of students and improve the students' practical ability. It is worthy of popularizing.

scholarly journals Study on Changes of College English Teaching Method and Redefinition of Teachers’ Roles in the Computer Network Environment

2017 ◽  
Vol 12 (08) ◽  
pp. 137
Author(s):  
Bin Wang
Keyword(s):  
Teaching Methods ◽  
Computer Network ◽  
Teaching Method ◽  
Knowledge Bases ◽  
Network Environment ◽  
Network Resources ◽  
Teaching Process ◽  
College English ◽  
English Teaching ◽  
Network Operation

Through interviews and induction, this paper attempts to discuss the importance of college English teaching methods in the teaching process under the network context and point out issues like teachers’ inadequate awareness and abilities of collecting network resources and information and insufficient background monitoring on students’ study activities. Based on this, this paper proposes that college English teachers should free their minds, change their views and improve their network operation skills to know more about students’ study activities and update their knowledge bases to improve their own quality so as to redefine their roles under the network context.

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