Teaching Method
Recently Published Documents





2021 ◽  
Vol 2021 ◽  
pp. 1-7
Chao Han ◽  
Mei Wang ◽  
Aiping Yan

In the traditional sports basketball teaching, people gradually find that the simple use of body language and oral language as the carrier of teaching sports skills and theoretical knowledge has certain limitations. Therefore, we begin to focus on the combination of network multimedia technology (NMT) and basketball training teaching (BTT). This article mainly studies the teaching method of basketball training based on NMT. This article expounds the concept and function of multimedia teaching, puts forward suggestions on BTT methods based on NMT, and studies the making method of multimedia basketball training (MBT) courseware. Through the questionnaire survey and experimental research, this article analyzes the influence of MBT on basketball teaching, the effectiveness of multimedia basketball students’ mastery, the evaluation results of MBT, and the evaluation of experimental group students on MBT. In this study, 100 students were selected as the experimental objects, a group of 50 people for the basic basketball action test, one group had a period of multimedia basketball teaching, and the other group still carried on according to the traditional basketball teaching method. The results show that in the experiment of MBT, the total proportion of the experimental group is 56.61% and the control group is 33.72%; the experimental group is 57.28% and the control group is 42.35%; the experimental group is 63.26% and the control group is 32.79%; and the experimental group is 70.56% and 37% in the control group.

2021 ◽  
Vol 21 (1) ◽  
Shan Wang ◽  
Xin Xu ◽  
Fang Li ◽  
Haixia Fan ◽  
Eryang Zhao ◽  

Abstract Background Colleges and universities in China have offered courses based on online teaching platforms as required by the Ministry of Education since the beginning of the COVID-19 pandemic. This emergency action was not an expedient measure, but a powerful impetus to improve extant education and implement teaching reform. Oral histopathology is a basic subject in oral medicine education, which combines theory with practice. The course aims to improve the ability of students to observe, think, analyze and identify oral diseases. Method We adjusted and modified the original Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) teaching method to fit the characteristics and needs of oral histopathology. We then combined the characteristics of Small Private Online Courses (SPOCs) and a Flipped class to complete teaching material online, and assessed the effects of such teaching using a questionnaire and interviews. Fifty 5th-year undergraduates in stomatology at the School of Stomatology of Harbin Medical University of China participated in online classes. All were in the junior second half of the semester at the beginning of 2020. Teachers investigated from various medical colleges were responsible for delivering courses associated with stomatology or ophthalmology. Result & conclusion The results showed that the modified BOPPPS combined with SPOC and the Flipped class improved teaching satisfaction. Modified BOPPPS combined with SPOC and the Flipped class is a useful complement to offline teaching on 5th-year undergraduate oral histopathology learning in China during COVID-19, and it can meet the multiple needs of students participating in the course.

2021 ◽  
Vol 4 (3) ◽  
pp. 9-18
Lee P. Malapad ◽  
Maria Anna T. Quimbo

Lesson content needs active engagement to excite student interest. Teachers face challenges on student engagement in classroom teaching where learning has become procedural. This field study developed an instructional module integrating the 5Es method of instruction anchored on Howard Gardner’s Theory of Multiple Intelligences. Chislett’s multiple intelligence (MI) test was administered to Grade 7 students and the Science teacher for learning needs assessment determining their dominant multiple intelligences. The dominant MI of the students determined the enrichment activities incorporated in the 5E-MI instructional module and teaching method. During implementation, the teacher and the students were observed to assess the perceived usefulness of the module. The study established that the 5E-MI instruction module was a useful lesson planning method to increase students' engagement, who were observed to be attentive and participative during the implementation. Lesson planning was easier for the teacher since enrichment activities incorporated were guided by the dominant MI of the students. Through this study, educators are provided direction in incorporating MI in lesson planning and curriculum integration.

2022 ◽  
Vol 75 (2) ◽  
Fernanda Letícia da Silva Campanati ◽  
Laiane Medeiros Ribeiro ◽  
Izabel Cristina Rodrigues da Silva ◽  
Paula Regina de Souza Hermann ◽  
Guilherme da Costa Brasil ◽  

ABSTRACT Objectives: to evaluate students’ knowledge gain after the implementation of clinical simulation in Nursing Fundamentals disciplines. Methods: a quasi-experimental intervention was carried out with 60 students, distributed in comparison and intervention groups, who underwent traditional teaching and traditional teaching associated with simulated teaching, respectively. Pre-test and post-test instruments were applied to both groups. Results: after analyzing the students’ performance through the applied instruments, both groups had a cognitive evolution along with the taught content, however, when compared, the intervention group obtained a higher knowledge gain than the comparison group (p = 0.016), demonstrating progressive and increasing improvement with the use of the methodology. Conclusions: simulated teaching significantly helps students in gaining technical-cognitive knowledge. Therefore, it is recommended to adhere to the use of this methodology for teaching Nursing Fundamentals.

2021 ◽  
pp. bmjmilitary-2021-001964
Kate King ◽  
M Smith

Military general practice requires wider knowledge and more diverse skillset than that defined by the Royal College of General Practitioners curriculum. Following completion of specialty training, military general practitioners (GPs) were returning from mostly civilian training environments feeling deskilled and ill-prepared for their military role. The Academic Department of Military General Practice defined the training gap and used co-creative curriculum development to incorporate military topics throughout the GP specialty training programme. Simulation was identified as a key teaching method employed throughout undergraduate and postgraduate health professional education, which could be used to improve the trainee’s learning. The resulting operational preparedness training week used layered teaching methods and feedback to build trainees’ knowledge and skills before a final major immersive simulation exercise. This article describes the educational design process in terms of the ‘10 goal conditions’ described by Issenberg for high-fidelity medical simulations leading to effective learning.

2021 ◽  
Vol 3 (1) ◽  
pp. 1-7
Wildan Ali ◽  
Vera Jenny Basiroen ◽  
Clara Fang

To spark interest and curiosity in children to make them research more about the subject. The writers also aims to re-tell history in a more visual manner which is more attractive to children as oppose to currently used text heavy history book and to make history more interesting by using an interactive teaching method by using gamification.

2021 ◽  
Vol 3 (2) ◽  
pp. 37-42
Odewumi Michael Olubunmi

This research study focused on investigating on the effect of colour stimulation-game on Nigerian Junior secondary school creative arts by adopting quasi-experimental research design with 60  junior secondary schools of  three  co-educational, from Private, Public and Federal Secondary Schools using simple random sampling technique to randomly select The three secondary schools assigned to both experimental and control groups. With the aid of two instruments which were The Colour Stimulation-game and Colour Stimulation-Game Achievement Test (CSGAT), the data was collected.  Frequency counts and percentage distribution, mean,  standard deviation, independent t-test, ANOVA and ANCOVA were used to analyse the data demographic information, the research question and the hypothesis generated respectively. The researcher found out that the students taught with Stimulus perform better after treatment than the student taught with conventional teaching method, students taught with Colour Stimulus game performed better when exposed to treatment than their  students taught with conventional teaching method and female students taught with Colour Stimulus game performed better than their male students.  It was recommended that that creative arts instructors should utilizes, colour stimuli game and reducing conventional method do as to impact the appropriates knowledge for studentsKeywords:  Colour Stimulation-Game, Colour, Game and instruction, Game, Significant in games

2021 ◽  
Vol 31 (2) ◽  
pp. 89-99
Mairna H. MUSTAFA ◽  

This paper aims at testing the significance of using case studies as a teaching method for the topic of “Tourism Crisis Management”. The case of Arab Spring influence on Jordanian Tourism was selected for this purpose. A sample of 42 students in a Tourism Management BA Program filled a questionnaire, it focused on measuring knowledge of students about the influence of Arab Spring crisis on both the image of Jordan as a tourism destination, and Jordanian tourism economic indicators, also evaluating the performance of tourism stakeholders in the time of crisis. By conducting a paired t-test for responses before and after presenting the case study to students by the instructor, significant statistical differences were found for most of the measured variables, which supports the importance of case studies in making students more aware of political crises’ effect on tourism levels, and how to reduce their influences and retrieve the positive image of destinations.

Information ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 424
Nianfeng Shi

A role-based teaching approach was proposed in order to decrease the cognitive load placed by the case-based teaching method in the undergraduate novice programmer comprehension. The results are evaluated by using the SOLO (Structure of Observed Learning Outcomes) taxonomy. Data analysis suggested novice programmers with role-based teaching tended to experience better performances, including the SOLO level of program comprehension, program debugging scores, program explaining scores, except for programming language knowledge scores, compared with the classical case-based teaching method. Considering the SOLO category of program comprehension and performances, evidence that the roles of variables can provide scaffolding to understand case programs through combining its program structure with its related problem domain is discussed, and the SOLO categories for relational reasoning are proposed. Meanwhile, the roles of variables can assist the novice in learning programming language knowledge. These results indicate that combing case-based teaching with the role of variables is an effective way to improve novice program comprehension.

2021 ◽  
Vol 10 (4) ◽  
pp. 2055-2065
Katherine Livan ◽  
Melor Md

<p style="text-align: justify;">Speaking skills have always been regarded as the most difficult skill out of the four skills that learners should master in language learning. The importance of learning speaking skills has also been highlighted by many researchers in recent years. With the use of technology in this modern era, learners can learn speaking skills through various resources. Therefore, there is a need to identify the learning strategies used by learners for speaking skills in the new learning environment. In this review, the most frequently used strategies in language learning for speaking skills has been examined. The articles reviewed were from 2017 until 2021 across two databases, ERIC and Google Scholar. The PRISMA 2020 methodology is used in the review. From the review, it was found that meta-cognitive and cognitive strategies were most frequently used for learning speaking skills, followed by compensation and social strategies. The least used strategies by learners were memory and affective strategies. The findings help teachers to look for the most suitable teaching method in the current learning environment. For future research, an extensive review of the use of learning strategies for other learning skills could be carried out.</p>

Sign in / Sign up

Export Citation Format

Share Document