Research on Flipped Classroom Teaching Mode From the Perspective of Multimodality

Flipped classroom is not only the flipping of knowledge imparting and knowledge internalization, but also the all-round reform of education concept, teaching content, teaching methods, teaching means and teaching evaluation. Multimodality provides a theoretical perspective and analytical framework for the teaching design of flipped classroom. Multimodality theory fits many characteristics of flipped classroom, which is conducive to giving full play to the advantages of flipped classroom. With the help of multimodal theory and multimodal teaching ideas, this study constructs a flipped classroom teaching mode under the multimodal perspective, which takes the dynamic teaching structure as the core and the open multimodal learning environment as the all-round support, and gives some operational suggestions.

A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning

Conceptual teaching was developed three decades ago as an alternative to conventional teaching approaches. It promised a significant shift in teaching practices across different disciplines and age groups. Traditionally, science subjects in high school tend to be content-heavy. Teaching science, especially biology, is still rooted in teaching methods that facilitate factual understanding and low-road transfer of knowledge. As a result, students’ knowledge remains compartmentalized. Students rarely make connections with other disciplines and transfer their biological knowledge to new situations. Bringing concepts to biology is a challenging task. Despite compelling evidence for concept-based teaching, there are few examples of how it can be implemented and replace content-based teaching. This article describes the changes to teaching instructions in biology over the last decade as well as the main challenges that prevent incorporating novel teaching approaches in a biology classroom. The author suggests concept-based teaching as an effective alternative to conventional, content-focused teaching and offers some ideas for implementing concepts into teaching biology in the context of blended learning.

Discussion on the Teaching Mode Innovation of Environmental Art Design Major based on OBE Concept

This paper explores the innovative ways of teaching mode of environmental art design major under the concept of OBE. Through theoretical elaboration, combined with the understanding of literature and practical work experience, it innovates from three aspects of teaching concept, teaching system and training objectives, and establishes an innovative teaching system.

INTERPRETATIONS OF TEACHING METHODS IN CONTEMPORARY SCIENTIFIC DISCOURSE: SOPHISTIC DIMENSION

Introduction. This paper focuses on the issue of conceptual thinking inherent in modern scientific dis-course. The idea is emphasized that in any field of pedagogical activity, the acquisition of subject knowledge and thinking skills requires an understanding of the subject content, which is considered to be a complex and methodologically im-portant task not only in secondary school instruction, but also in professional training. An equally important aspect related to the understanding and interpretation of the senses embedded in texts is the awareness of the semantic core of those concepts that form the pivotal foundation of scholarly text. It is posited that the semantic essence of concepts is always formed at the stage of their emergence in a particular field of knowledge and has to remain unchanged while it is further being evolved. Extending the foregoing, the emergence of new concepts involves their logical coordination with the semantic foundations of the conceptual system inherent in the relevant field of knowledge. Under other conditions, new concepts do not get enrooted, and the tentative to make use of them is at variance with the systemic and conventionally accepted interpretations of other concepts. Besides, it and confuses their semantic interrelations. Therefore, for each field of knowledge, the logical completeness and unambiguity of the semantic attributes of the employed concepts is essential. Purpose. This article is aimed to review the positions of the contemporary scholars in interpreting the tradi-tional concept "teaching methods". Furthermore, it illus-trates the paradoxical essence of the proposed conceptual oxymorons, and to this end, it attempts to prevent the distortion of the conceptual meanings of the established pedagogical entities. Among the employed research methods, the priority is given to “modi operandi” of content analysis, which are non-inherent in the qualitative characteristics of the pedagogical concept “teaching method”. Nonetheless, in recent decades they have been actively implanted in pedagogical discourse by budding researchers. Results. The study has analyzed the issues of conceptual thinking immanent to contemporary scientific discourse. In particular, it has concentrated on investigating the semantic dimensions of interpreting the pedagogical concept “teaching method”. In addition, it has illustrated the semantic maxims of its gradual modifications to the levels of “active”, “effective’, and “innovative”. Furthermore, the article has revealed the inaccurate and incorrect usage of the qualitative characteristics of the notion “teaching method”. Hence, it has actualized the necessity to eradicate the previously introduced conflicting concepts from a pedagogical domain in order to prevent the attempts of modifying the domestic pedagogical system in accordance with foreign educational practices. The proposed study stands out for its originality, since it presents the scholarly substantiation and multi-tudinous illustrations of the absurdity of the artificially coined and adopted qualitative characteristics of the notion “teaching method”, which are continuously employed in contemporary scientific discourse. Conclusion. On this basis, it has been summarized that in the last decade the spreading of illogical and contradictory interpretations of pedagogical concepts has caused confusion in the system of basic pedagogi-cal dominants (principles, concepts, and relations). This requires an uncompromising response from leading educationalists and scholars in order to eradicate from Pedagogy, which is a systematized field of knowledge, the imposed contradictory notions, and to prevent the attempts to modify the domestic pedagogical system to conform to foreign standards, which run counter to the pedagogical system of domestic Pedagogy. This study though far from being conclusive, yet proposes several insights into understanding the core of domestic pedagogical notions and provides implications for further research in this domain in terms of conceptual content and pedagogical entities in order to rid domestic Pedagogy of the conceptual disorder that is actively introduced by unknown "experts" into pedagogical information resources.