Application of Convolutional Neural Network-Based Hierarchical Teaching Method in College English Teaching and Examination Reform

Abstract

Along with the pace of educational reform in colleges and universities, a variety of new types of teaching and research approaches stand out in each subject taught in colleges and universities. For example, in college English lectures, given the practice of individualized tiered teaching, the development of relevant teaching models for students at different levels has become a new type of teaching and research developed year by year. Based on the English classroom program, teachers should make cognizance of the tiered teaching model when teaching. This paper discusses the tiered teaching method of English teaching and carries out teaching from strategies such as paying attention to students’ tiered teaching, doing well in lecture tiered teaching, developing homework tiered teaching, and paying attention to evaluation tiered teaching. In addition, the assessment system of college English courses lags behind the development of college English teaching reform and cannot play a guiding role in teaching. In response to the above-mentioned views and problems, this paper proposes a convolutional neural network-based algorithm that provides different learning styles for different students in the stratified teaching method of college English, making capable students understand what they learn in class, improving the teaching quality of high school English courses, and, at the same time, establishing a standardized and scientific course with high reliability and validity that meets the actual situation of applied technical college students. At the same time, a standardized and scientific course assessment system with high reliability and validity has been established to meet the actual needs of applied technical college students.

Social support in class and learning burnout among Chinese EFL learners in higher education: Are academic buoyancy and class level important?

“…In particular, the influence that the internal factor of academic buoyancy plays in the relation between the support in EFL class and learning burnout remains unclear. In addition, considering that many universities in China have implemented tiered teaching for EFL learners to maximize teaching and learning effectiveness (Zhang & Huang, 2022), and that prior research has found that school levels diverged on the role of social support in burnout (Kim et al, 2018), this research wonders whether class level with regard to the degree of English proficiency can be a potential moderator to further explain the effects of targeted antecedents on learning burnout. Therefore, the study of various factors, including social support supplied by teachers and peers in EFL class, academic buoyancy, class level, and learning burnout, among Chinese EFL learners in their unique tertiary learning context would hopefully provide novel and interesting insights.…”

“…These findings motivated us to consider the role of class level when we proposed our conceptual model. Given that the university where this research was conducted has adopted the EFL tiered-teaching mode, as have many universities in China (Zhang & Huang, 2022), the EFL course was conducted in classes that included learners with varying degrees of English proficiency. The placement was determined initially based upon the results of students' EFL entrance exam and changes could be made at the end of each semester according to the students' performance.…”