THE RELATION BETWEEN STUDENTS ANXIETY AND COGNITIVE STYLES

The key to academic success is not only good quality teaching but also a individualized teaching and individualized approaching to the student’s cognitive styles of learning and anxiety. The present paper tries to answer the question if the teachers and school counsellors may help improve students’ learning by helping them to manage their behaviour and attitudes more effectively. Precisely, it postulates that as long as teachers may adapt their communication styles and teachings to the cognitive styles of their student’s better results and more efficient learning they will get from them. It first presents a short literature review of anxiety and of cognitive styles of learning the relation, followed by the relation between anxiety and the cognitive styles and it finally postulates the main methodological approaches that any teachers should adopt to make his teaching more effective having in mind the relation between the two variables. Finally, implications for teaching are discussed, as are suggestions for the future researches.

Teaching Decision-Making Based on Online Learning Big Data of Tobacco Courses: The Perspective of Student Portraits

The high-quality development and technological upgrading of the tobacco industry put forward higher requirements for the overall quality of talents. In the context of the increasing popularity of blended teaching, in order to help teachers, major in tobacco, tomake better teaching decisions in the teaching process, guide college students majoring in tobacco to better complete their studies and provide timely warnings for students’ unhealthy conditions, this article proposes a method to assist teachers in teaching decision-making based on student portraits constructed based on online learning big data. First, collect basic student information and student learning information from the online learning platform. Secondly, preprocess of the data, delete data and normalize dense data. Then, collect and classify student information to form a portrait of basic student information, a portrait of learning achievements, a portrait of learning active level and a portrait of learning status. Analyze the portrait to guide and assist students in their learning and to give early warning of bad learning conditions. At last, analyze the student portraits according to different rules and put forward corresponding suggestions according to the characteristics of different groups of college students. According to the learning situation of learners majoring in tobacco, the article constructs the student portrait label system and portrait model. According to the constructed student portrait, it puts forward learning suggestions for individual students and student groups respectively. In the field of tobacco teaching, it has certain reference significance and application value in providing decision-making reference for differentiated and individualized teaching and assisting teaching decision-making.

“Surgical Nursing” Curriculum Reform based on Online-offline Dual-teaching Model

Surgical Nursing is the major course for nursing specialty, which also manifests the key teaching stage for cultivating nursing professional talents. Therefore, its teaching quality directly influences the competency and quality of nursing talent cultivation. However, surgical nursing education is still focused on knowledge instruction and neglect ability training. Due to numerous teaching content and tense class time, students often feel it difficult to understand and master during their study. The continuous updating of modern teaching approaches has mobilized the constant innovation of teaching methods of surgical nursing. In this study, an online-offline dual-teaching model based on universal learning concept is firstly proposed, including three types of courses: summary and promotion curriculum, parallel curriculum, and heuristic curriculum. Next, a virtual surgical nursing scenario is created by virtue of modern education technology to establish a virtual-real integrated scenario-based learning activity strategy. Then, by means of improved expert scoring, the intuitionistic fuzziness in evaluation object indexes is proposed to generate the required intuitionistic fuzzy number. Finally, an intuitionistic fuzzy comprehensive evaluation of the dual-teaching model constructed in this research is performed. The teaching results show that this teaching model can stimulate students' creative learning thinking. Teachers can make the best of advantage of online-offline combined model to carry out precise and individualized teaching. In addition, it is feasible to realize precise student-student interaction by virtue of accurate big data analysis, thereby greatly enhancing teaching effect.

Teaching Multiple Inverse Reinforcement Learners

In this paper, we propose the first machine teaching algorithm for multiple inverse reinforcement learners. As our initial contribution, we formalize the problem of optimally teaching a sequential task to a heterogeneous class of learners. We then contribute a theoretical analysis of such problem, identifying conditions under which it is possible to conduct such teaching using the same demonstration for all learners. Our analysis shows that, contrary to other teaching problems, teaching a sequential task to a heterogeneous class of learners with a single demonstration may not be possible, as the differences between individual agents increase. We then contribute two algorithms that address the main difficulties identified by our theoretical analysis. The first algorithm, which we dub SplitTeach, starts by teaching the class as a whole until all students have learned all that they can learn as a group; it then teaches each student individually, ensuring that all students are able to perfectly acquire the target task. The second approach, which we dub JointTeach, selects a single demonstration to be provided to the whole class so that all students learn the target task as well as a single demonstration allows. While SplitTeach ensures optimal teaching at the cost of a bigger teaching effort, JointTeach ensures minimal effort, although the learners are not guaranteed to perfectly recover the target task. We conclude by illustrating our methods in several simulation domains. The simulation results agree with our theoretical findings, showcasing that indeed class teaching is not possible in the presence of heterogeneous students. At the same time, they also illustrate the main properties of our proposed algorithms: in all domains, SplitTeach guarantees perfect teaching and, in terms of teaching effort, is always at least as good as individualized teaching (often better); on the other hand, JointTeach attains minimal teaching effort in all domains, even if sometimes it compromises the teaching performance.

Working with children with intellectual disabilities in Montenegro

The aim of this study was to examine and improve the support provided to children with intellectual disabilities in Montenegro. We conducted a qualitative examination to a) determine existing practices, b) analyse the needs of teaching staff and children with intellectual disabilities, c) examine the knowledge and skills required by teachers to support these children, and d) propose relevant recommendations to improve the support provided to these children. The findings of the focus groups indicate that the greatest challenge faced by teachers during the process of teaching is the Montenegrin language and foreign languages in relation to the additional engagement required in the preparation and adaptation of didactic material. Areas of work that have been recognized as crucial for the education of pupils are socialisation, graphomotor skills, and literacy. For the effective planning and realization of teaching, teachers prefer to have a description of the child, the way in which the child works and learns, the child’s interests, needs, and possibilities for learning, as well as their ability to interact socially and maintain relationships with peers. The recommendations are as follows: instead of tagging a child based on the coefficient of intelligence, a functional description of a child should be used; the teaching process and the environment can be adapted based on the child’s needs; a list of situations and characteristics of the process with instructions or ideas for action can be defined; and individualized teaching and didactic material can be developed. The implementation of these recommendations should be monitored through coaching. The topics of training that the teachers believe are useful for professional development and efficient work are developing the educational characteristics and needs of these children, designing and using special teaching and didactic materials, applying assistive technology, mastering basic skills, cooperating with parents, and coaching.

ICT in teaching for children with intellectual disabilities

The impact of information and communication technologies (ICT) is increasing in teaching, and practice shows that there is a need for individual work in the educational process. This paper gives an analysis of the attitudes of teachers about the use of ICT as a means for individualizing teaching in regular and special primary schools. The results showed that teachers’ attitudes toward ICT as a way of individualization are positive, but they are more pronounced among teachers from special primary schools. Individualized teaching encourages students to progress, but it can negatively affect students’ social behavior. Teachers must have a good knowledge of working with ICT, so seminars on the use of ICT should be organized. ICT affect the education of all students. Teachers from both regular and special primary schools think agree that ICTs are just for fun and that they have no place in the classroom, but at home.

Responsible preparation of the school for the inclusion of students with disabilities. Challenges, principles and practices of inclusion

From the perspective of modern pedagogy, the appreciation of each person and, consequently, the inclusion with him, should constitute a principality not so much of theory as of teaching practice. Entity-oriented concepts direct attention among others on the issue of implementation of the idea of inclusive education. The theories of inclusive education demand bold pedagogical concretization. Inclusion is not just a slogan idea of education, but a series of activities, ranging from social attitudes towards people with disabilities, through the construction of an individualized teaching process to specialist student support. The article presents the ideas of inclusions in education, in confrontation with the reality of modern school. The overarching goal became to popularize knowledge about the model of education of a student with disabilities in a public school, with the implementation of the idea already at the planning stage, and then responsible specialist assistance and the implementation of an individualized teaching-learning process.