Teaching Reform and Practice of Electrical Courses

2011 ◽  
Vol 271-273 ◽  
pp. 1860-1863
Author(s):  
Hong Bo Wei
Keyword(s):  
Teaching Quality ◽  
Classroom Teaching ◽  
Engineering Practice ◽  
Positive Role ◽  
Positive Effects ◽  
Teaching Reform ◽  
Teaching Status ◽  
And Training

In order to improve the effects of classroom teaching and experiment teaching, a viewpoint that combines the software with hardware is proposed based on the analysis of the characteristics and teaching status in electrical courses. Through practise it has been proved that this method has played a positive role in increasing students’ interest and enhencing practical and innovation abilities. At the same time, it has positive effects in improving teaching quality and training the students’ engineering practice ability .

scholarly journals Research on Teaching Reform of Sewage Treatment Plant Engineering Design

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Qiong Wan ◽  
Xinyan Zhang ◽  
Kai Ju
Keyword(s):  
Engineering Design ◽  
Teaching Practice ◽  
Sewage Treatment ◽  
Sewage Treatment Plant ◽  
Treatment Plant ◽  
Engineering Practice ◽  
Teaching Reform ◽  
Research On Teaching ◽  
Teaching Status

In the teaching of water pollution control theory, the design of sewage treatment plant engineering is a very important practical teaching link. This teaching practice project has a very important guiding role in cultivating students' engineering practice ability. This article first analyzes the current teaching status of sewage treatment plant engineering design, expounds some problems in the teaching process, and proposes targeted reform measures to improve sewage treatment plant engineering design teaching, aiming to improve the quality of sewage treatment plant engineering design teaching .

scholarly journals Improving Teaching Style with Dialogic Classroom Teaching Reform in a Chinese High School

2019 ◽  
Vol 9 (2) ◽  
pp. 38
Author(s):  
Xiaojin Kang ◽  
Jing Han
Keyword(s):  
High School ◽  
Classroom Environment ◽  
Teaching Style ◽  
Teaching Quality ◽  
Learning Theories ◽  
Classroom Teaching ◽  
Classroom Activities ◽  
Positive Effects ◽  
Teacher Student ◽  
Student Dialogue

Lively and effective classroom instruction is an important feature of quality schools. Recently, the lead author's schoolhas launched a reform of classroom teaching methods to implement a dialogic model. The dialogic model, taking cuesfrom constructivist learning theories and Manabu Sato, expects educators to promote multiple kinds of classroomdialogue, including teacher-student dialogue, student-text dialogue, student-student dialogue, and self-reflectivedialogue. The reform efforts of the school are all-encompassing and include changes to teacher training, classroomobservation and teaching evaluation, lesson planning, classroom activities, homework, and testing. This reform ismeant to improve teaching quality, enhance the classroom environment, and bring about better critical thinkingoutcomes in the students. The following text chronicles the details of this reform in a large senior high school in aChinese metropolis, and the first attempts by teachers at the school to implement new dialogic teaching techniques.The preliminary analysis finds evidence of positive effects on student engagement, confidence, and motivation usingdialogic teaching techniques.

scholarly journals Exploration on Teaching Reform of Architectural Design Course in Higher Vocational Colleges in the Era of Intelligent Education

2019 ◽  
Vol 3 (3) ◽  
pp. 33
Author(s):  
Yan Zhang
Keyword(s):  
Architectural Design ◽  
Classroom Teaching ◽  
Teaching Reform ◽  
Teaching Status ◽  
Vocational Colleges

<p>In the context of the era of wisdom education, this paper analyzes the teaching status of higher vocational architectural design, proposes classroom teaching reform measures for higher vocational architectural design courses, and explores ways to transform it into intelligent education to realize the modernization of education.</p>

scholarly journals The diversified teaching reform of The mixed flipped classroom Python Foundation course is aimed at deep learning

2020 ◽  
Vol 218 ◽  
pp. 02001
Author(s):  
Xiaoxu Xiao
Keyword(s):  
Deep Learning ◽  
Learning Community ◽  
Flipped Classroom ◽  
Teaching Quality ◽  
Independent Learning ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
Teaching Resources ◽  
Teaching Reform ◽  
Teachers And Students

Under the background of deep learning, the reform of diversified teaching mode is related to the community of teachers and students, and the traditional one-way independent learning of students is transformed into interactive independent learning of teachers and students. Through the MOOC, SPOC, such as teaching case analysis, to explore how to build a hybrid flip classroom teaching mode, use of the advantages of various platforms together, fully applied to the classroom teaching, the reasonable using and sharing high quality teaching resources, to ensure the ability of the students’ learning and literacy, conducive to the students’ active learning and teacher’s guidance and the guidance of thinking, to increase the interaction between students and teachers, the construction of teachers and students “learning community” hybrid flip diversified teaching mode. This mode is applied in the teaching of Python Foundation course to promote the teaching reform of the course, help teachers improve the teaching quality, and provide reference for solving the problems faced by classroom teaching in colleges and universities as well as the teaching research of “MOOC+SPOC+ Flipped classroom” teaching mode.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

scholarly journals Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 254
Author(s):  
Roxana Acosta ◽  
Marina Tomás-Folch ◽  
Mónica Feixas
Keyword(s):  
Teaching Practice ◽  
Positive Impact ◽  
Training Programme ◽  
Teaching Quality ◽  
Teaching Philosophy ◽  
Engineering Sciences ◽  
Teaching Unit ◽  
Assessment Strategies ◽  
The Impact ◽  
And Training

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.

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