Teaching Reform of College Basketball Multimedia Video Image from the Perspective of Basketball Culture

Computer-aided instruction (CAI) is a teaching method that uses modern media to present teaching content, optimize classroom teaching structure, and achieve teaching goals. Multimedia technology integrates graphics, text, and sound, with a large amount of information, rich content, and a good way of human-computer interaction. This article aims to study the reform of basketball teaching in colleges and universities from the perspective of basketball culture. This article mainly adopts the method of questionnaire survey and uses techniques such as big data statistics to investigate and analyze the composition of basketball teachers in colleges and universities in a certain province; Understand the situation; analyze and understand the impact of basketball culture on the reform of college basketball teaching; analyze the effect of the composition of college basketball teachers on college basketball teaching reform; and investigate the impact of the integration of basketball culture on students’ basketball interest. The results show that about 70% of students believe that basketball can enhance physical fitness and recreation, while most teachers believe that basketball can enhance students ‘physical fitness, impart students’ skills, and promote physical and mental health. The expectations for leisure, entertainment and heritage culture are less than 20%. From the perspective of the age structure of teachers, the basketball team of colleges and universities shows younger characteristics and teachers less than 40 years old account for more than 70% of the total. 81.0% of college basketball teachers are mainly graduates, but the proportion of basketball teachers with a doctorate is significantly lower. Some colleges and universities do not even have a doctorate. Most of them are graduates and undergraduates. Some colleges and universities still have college students. Therefore, teachers often need to have a certain basic knowledge of basketball professional culture, and they should make full use of basketball sports culture and combine them with each other to cultivate their own basketball interests and promote the reform of basketball sports teaching methods in colleges and universities.

Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex

The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.

Connections of Transformative Education with Bhutan’s Pedagogical Ideas for Promoting Sustainability Education

The study aims to clarify how transformative education teaching and learning ideas have been incorporated into sustainable development-focused education in Bhutan. Sustainable development is included in various ways in the Educating for Gross National Happiness Training Manual (GNH TM) developed by the Ministry of Education of Bhutan in 2013. GNH-focused education aims at developing students’ respect and critical thinking for the well-being of human beings and the environment. The article provides an overview of 26 selected articles published in peer-reviewed scientific journals from 1991–2021. Altogether, 12 sustainable development-focused transformative education articles were analyzed in detail using qualitative content analysis. The results of the study show that transformative education is reflected in many ways in the teaching goals, objectives, contents, and methods introduced in the GNH TM units. Consequently, transformative education and teaching have become part of teaching in Bhutan’s schools, with an emphasis on sustainable development and protection of the environment. However, for a sustainable future, active student-centered teaching and learning methods should be used in a more diverse way.

‘POLYLINGUAL METHODOLOGICAL RESOURCE’ FEDERAL INNOVATION PLATFORM

Исследование проводилось в рамках федеральной инновационной площадки, статус которой НГЛУ получил в 2020 г. с проектом разработки полилингвального методического ресурса - хранилища текстовых, мультимедийных и интерактивных материалов, совмещенного с онлайн-конструктором, позволяющим подбирать материал для урока в соответствии с этапом обучения, уровнем владения языком обучающихся и целями и задачами урока. Ресурс предназначается прежде всего для использования в средней школе. Постановка задачи. Изложенное в статье исследование было проведено как следствие выявления дефицитов в организации учебного процесса в средней школе и апробации инновационного образовательного продукта для удовлетворения существующих потребностей. Результаты исследования. Опросы, проведенные в рамках исследования, показали, что основной проблемой в преподавании иностранного языка в школе является нехватка основного и дополнительного материала и времени на поиск материалов. Сто процентов учителей нуждаются в дополнительных современных ресурсах, доступных без затрат времени. Существует особый дефицит мультимедийных материалов. Выводы. Создаваемый ресурс позволяет решить существующие проблемы, т.к. обеспечивает быстрый поиск и сбор цифровых материалов для целей учебных мероприятий, а также конструирование уроков и их фрагментов. В настоящее время начинается апробация ресурса в школах и выявление результатов его применения. В перспективе ресурс может использоваться в образовательных организациях других типов и уровней, в различных регионах России и за рубежом. Дальнейшие исследования будут посвящены количественным и качественным показателям внедрения и применения инновационного ресурса, его влиянию на повышение качества образования. The research was carried out in the framework of the federal innovation platform the status of which LUNN was awarded in 2020 with its project of polylingual methodological resource as a repository of text, multimedia, and interactive materials combined with an online constructor to choose the material according to the grade, level, and teaching goals and objectives. First of all it is aimed at using at school. Statement of the problem. The research was conducted due to identification of deficits in organizing school education process and test runs of the innovative educational product at primary and secondary school to see how it meets the respective needs. Results. The surveys within our research show that deficit of schoolbook materials and additional materials as well as lack of time for search are the main problems. Hundred per cent of teachers need additional modern resources accessible without wasting time. There is a special deficit of multimedia. Conclusion. The resource to be created will solve the problems by allowing to quickly find and collect digital materials for the classes and to construct the classes and their fragments. Now test runs of the resource start at schools to identify its impact. Later the resource may be used at other educational organizations in Russia and abroad. The future research will deal with quantitative and qualitative features of resource implementation and use, its impact on raising the education quality.

Emotional Labor and Burnout among Teachers: A Systematic Review

A significant amount of emotional labor takes place during teaching. Teaching is a multitasking profession that consists of both cognitive and emotional components, with teachers engaging in emotional labor on a daily basis as an instrumental part of achieving teaching goals and positive learning outcomes. The purpose of the present review was to explore the relationship between emotional labor and burnout in school settings. The review focused specifically on teachers from elementary and high schools, between January 2006 and August 2021, and 21 studies fit the inclusion criteria. Overall, the review of the literature supports the significant associations between burnout and emotional labor with the majority of results pointing to the consistent relationship between surface acting and burnout. However, the results regarding the association of deep acting and naturally felt emotions with burnout were mixed. There is considerable scope for improvement in our study of emotional labor in terms of the study designs we employ, the variables we study and our appreciation of the historical and cultural factors that moderate and mediate the relationship between emotional labor and burnout.

Using Conversation Analysis to Examine When Educational Videos Are Introduced in Patient Education

As the seas of advanced therapies have swelled in the last few decades, multiple myeloma patients have been empowered, encouraged, and sometimes required, to engage in their care. We applied a conversation analysis approach to 12 nurse-led education visits (1011 minutes of audio) containing reference to educational videos. We indexed extracts based on whether the nurse or patient first mention the video. Patients oriented toward the video to demonstrate knowledge (n=15; 88%) and clarify information (n=2; 12%). Nurses oriented toward the video either through positive (n=14; 39%), negative (n=13= 36%), or neutral (n=9; 25%) assessments. Videos created opportunities for patients to pursue their topics of interest during in-person visits. Also, nurses often oriented toward the videos pre-emptively to achieve their teaching goals either by acknowledging the patients’ exposure to upcoming information or by positively or negatively assessing the videos in ways that enable them to re-orient talk to educational scripts.

Pedagogical discourse of curriculum development based on the orientation of educational practice

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

Teaching Reform of Environmental Impact Assessment Course Focusing on Practical Ability Training

The environmental impact assessment course is a comprehensive and practical course for environmental science and engineering major. Environmental impact assessment is also an important employment direction for environmental science and engineering students after graduation. Continuous research on the teaching reform of this course is necessary for cultivating talents with strong creativity and practical ability. Based on the analysis of the current situation of the course teaching, it is proposed to update content of course, appropriately increase class hours, highlight the case-based practice teaching, clarify the teaching goals, highlight the direction of employment (environmental impact assessment engineers), focus on cultivating application and innovation capabilities, reform achievement assessment methods and other corresponding measures and solutions.

Education of Future Green Engineers for Achieving Sustainable Development in Green Manufacturing Industry

The article is devoted to education of future green engineers for achieving sustainable development in green manufacturing industry. It outlines that green engineering is an important industry which aim is to reduce consumption, to save resources, and to achieve sustainable development in manufacturing. Green manufacturing puts forward new requirements for the training future green engineers. The article reveals the concepts of educating future green engineers. Specifical attention is paid to the improvement of the teaching system training of future green engineers, strengthening the teaching staff, changing the teaching mode, strengthening teaching practice and practical training for achieving teaching goals. The authors conclude that it is necessary to clarify the goals of training of future green engineers, and to establish reform the teaching content of green engineering course.

Managing Competency-Based Teaching of Teachers at Specialized High Schools in Hanoi

Managing competency-based teaching activities of teachers at specialized high schools includes 7 aspects: 1) Managing teaching goals; 2) Managing content of the teaching program; 3) Managing teaching methods; 4) Managing forms of teaching; 5) Managing educational facilities and equipment; 6) Managing the teaching environment; 7) Managing student assessment. A survey of 152 leaders and teachers at 3 specialized high schools in Hanoi on the management of competency-based teaching activities of teachers at specialized high schools showed that management of competency-based teaching activities was performed well and relatively even among 7 aspects.