scholarly journals Research on Countermeasures to Improve the Effect of Case Teaching in Western Economics Course

2021 ◽  
Vol 2 (3) ◽  
pp. 105-108
Author(s):  
Zejiong Zhou ◽  
Li Han
Keyword(s):  
Teaching Methods ◽  
Teaching Process ◽  
The Relationship ◽  
Case Effect

A perfect case teaching process is the premise to ensure the case effect of western economics course. At present, there are many deficiencies in the case teaching process of western economics course in China. This paper first analyzes the shortcomings in the case teaching process of western economics course, puts forward perfect ideas, and then points out how to correctly deal with the relationship between case teaching and theoretical teaching, the relationship between teachers' leadership and students' subject, the relationship between case teaching methods and students' quality.

Explore the Ideological and Political Theory Courses Extracurricular Teaching Methods

2014 ◽  
Vol 1030-1032 ◽  
pp. 2708-2711
Author(s):  
Yu Zhi Wang
Keyword(s):  
Political Theory ◽  
Teaching Methods ◽  
Teaching Process ◽  
The Law

strengthen ideological and political theory courses and extracurricular teaching methods to explore the law is not only an effective way to implement and inspire hours of extracurricular important safeguard students and teaching process, or to enhance the effectiveness of the course the inevitable requirement.

Inquiry-based learning and its using in geography at the second level of primary schools

2020 ◽  
Author(s):  
Katarína Vilinová ◽  
Veronika Kabátová
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
Creative Thinking ◽  
Educational Process ◽  
Teaching Science ◽  
Social Needs ◽  
Organizational Forms ◽  
Teaching Process ◽  
Inquiry Based Learning

Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.

scholarly journals Relación teoría-práctica entre el campo de la formación inicial y el escenario del ejercicio profesional

2016 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Gerardo Ignacio Sánchez-Sánchez
Keyword(s):  
School Environment ◽  
Structured Interview ◽  
Theory And Practice ◽  
Teaching Process ◽  
Education Experience ◽  
Santiago De Chile ◽  
Regional Campus ◽  
Mixed Approach ◽  
The Relationship ◽  
Proper Theory

This article, developed at the regional campus of a university, located 200 miles south from Santiago de Chile, shows how 185 students of preschool, elementary and middle education, experience and perceive the relationship theory-practice from their insertion in the school environment. The mixed approach adopted relies on an opinion questionnaire and a semi-structured interview administered in the tutoring spaces. The results show that 39% of the teaching students believe that theory and practice are opposite realities, while 31% say that the theory depends on practice. In that scenario, the initial teaching training faces the challenge to create spaces and devices that allow the teaching student to get familiar with a few sets of flexible and changing rules to understand the specificity of the teaching process, from a proper theory-practice relationship.

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

scholarly journals The power of dialogue and discovery

2018 ◽  
Vol 42 (3) ◽  
pp. 113-122
Author(s):  
Kalina Jastrzębowska
Keyword(s):  
Teaching Methods ◽  
Classroom Environment ◽  
Group Work ◽  
Mathematics Learning ◽  
Learning Opportunities ◽  
Innovative Teaching ◽  
Dialogic Teaching ◽  
The Relationship ◽  
Academic Year ◽  
Number Talks

Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

scholarly journals Einige Erfahrungen und Gedanken über Hochschuldidaktik an der Massenuniversität / Some remarks and observation on teaching methods at university with mass student attendence

1976 ◽  
Vol 5 (1) ◽  
Author(s):  
Carol Hagemann-White
Keyword(s):  
Teaching Methods ◽  
Final Section ◽  
University Teaching ◽  
Teaching Behavior ◽  
Large Numbers ◽  
University Of Berlin ◽  
Teachers And Students ◽  
Fruitful Cooperation ◽  
The University ◽  
The Relationship

AbstractThe author reports her experience of and observations on the teaching of sociology at the Free University of Berlin. She examines the teaching behavior of the instructors, the relationship between colleagues, and those between teachers and students. Certain tendencies in the practice of teaching are viewed as expressing a form of coping by projection with the failures experienced in trying to reform studies, failures that are in fact caused by the unfavorable real conditions at the university. A tendency to make university teaching more like schooling is observed; reasons for this are found in the effects of pressure towards professional competition, which prevents both fruitful cooperation between instructors and genuine communication with students. The additional difficulties experienced by women in teaching are described. In the final section conclusions are drawn in the form of practical suggestions which take account of the actual possibilities of a university with very large numbers of students.

scholarly journals Contributing Factors, Prevention, and Management of Playing-Related Musculoskeletal Disorders Among Flute Players Internationally

2014 ◽  
Vol 29 (3) ◽  
pp. 155-162 ◽  
Author(s):  
Karen Lonsdale ◽  
E-Liisa Laakso ◽  
Vanessa Tomlinson
Keyword(s):  
Longitudinal Study ◽  
Teaching Methods ◽  
Management Strategies ◽  
Extended Period ◽  
Education History ◽  
Contributing Factors ◽  
Current Survey ◽  
History Of ◽  
Set Up ◽  
The Relationship

Major studies have shown that flutists report playing-related pain in the neck, middle/upper back, shoulders, wrists, and hands. The current survey was designed to establish the injury concerns of flute players and teachers of all backgrounds, as well as their knowledge and awareness of injury prevention and management. Questions addressed a range of issues including education, history of injuries, preventative and management strategies, lifestyle factors, and teaching methods. At the time of the survey, 26.7% of all respondents were suffering from flute playing-related discomfort or pain; 49.7% had experienced flute playing-related discomfort or pain that was severe enough to distract while performing; and 25.8% had taken an extended period of time off playing because of discomfort or pain. Consistent with earlier studies, the most common pain sites were the fingers, hands, arms, neck, middle/upper back, and shoulders. Further research is needed to establish possible links between sex, instrument types, and ergonomic set up. Further investigation is recommended to ascertain whether certain types of physical training, education, and practice approaches may be more suitable than current methods. A longitudinal study researching the relationship between early education, playing position, ergonomic set-up, and prevalence of injury is recommended.

scholarly journals Traces of Teaching Methods in a Language Class and the Relationship between Teacher’s Intended Learning Outcomes and Students’ Uptake

2017 ◽  
Vol 10 (7) ◽  
pp. 89
Author(s):  
Zahra Mahmoudabadi
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Individual Variation ◽  
Teaching Method ◽  
Language Class ◽  
Instructional Procedures ◽  
Intended Learning Outcomes ◽  
The Relationship

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures were compared with typical techniques of previous methods. The findings showed that the teacher’s method was an eclectic one which mostly followed CLT guidelines along with utilizing techniques from some other methods such as GTM, DM, and ALM. In the study of uptake, the students were given uptake charts (for vocabulary and grammar items) at the end of each session and based on their reports of uptaken items, it was concluded that uptake can reflect the intended learning outcomes and instructional procedures to a good extent, specifically for grammar items. Regarding idiosyncrasy of uptake, it was not found to be remarkably idiosyncratic, i.e. there was not much individual variation among learners’ reported uptake.

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