Application of Project-Driven Teaching in College English Class

Cao, Shuting; Hui, Li; Wu, Zhihao; Liu, Haiyuan; Yang, Miaomiao

doi:10.3991/ijet.v16i21.26869

Cited by 5 publications

(4 citation statements)

References 31 publications

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“…One center refers to making students the main focus of the classroom. To address the issue of "abstract teaching content" and "limited teaching methods", this paper proposes the use of tangible programming as a medium to create an inquiry-based and interactive learning environment, and adopts the project-driven teaching method [5] , as shown in figure 2, which is sourced from a recorded classroom teaching session.…”

Section: One Center: Making Students the Main Focus Of The Classroommentioning

confidence: 99%

Exploration of the Teaching Mode of the "Virtual Reality Technology" Course Based on the "One Center + Four Levels of Practice + Six Integration" Model

Ma,

Men

2023

Proceedings of the 4th International Conference on Modern Education and Information Management, ICMEIM 2023, September 8–10, 20

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Virtual reality technology, as a cutting-edge technology with broad application prospects, has increasingly significant impact on the field of education. However, in traditional teaching modes, the teaching effectiveness and student engagement in the "Virtual Reality Technology" course are limited, manifested by three major disadvantages: abstract teaching content, monotonous teaching methods, and lack of professional competence. In light of these issues, this paper proposes a pedagogical innovation by utilizing tangible programming as a medium and creating an inquiry-based, interactive learning environment. This is achieved through the construction of a "One Center + Four Levels of Practice + Six Integrations" classroom teaching paradigm, aiming to revolutionize teaching model. Furthermore, a multidimensional evaluation model, encompassing "pre-class learning, in-class assessment, and post-class follow-up", is introduced to revamp the teaching evaluation system. Finally, the paper presents the innovative achievements in school-enterprise integration, competition integration, teaching-research integration, industry-education integration, research-education integration, as well as ideological and political education integration.

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Section: One Center: Making Students the Main Focus Of The Classroommentioning

confidence: 99%

Exploration of the Teaching Mode of the "Virtual Reality Technology" Course Based on the "One Center + Four Levels of Practice + Six Integration" Model

Ma,

Men

2023

Proceedings of the 4th International Conference on Modern Education and Information Management, ICMEIM 2023, September 8–10, 20

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“…The case teaching method [22] originated at Harvard Business School in the 1920s, and it mainly stimulates students to think independently through inspiring and typical cases and then develops their ability to solve practical problems. The project-driven teaching method [23] started with German vocational education in the 1980s and is a behaviorguided teaching method in which students choose projects independently in groups or individually under the guidance of teachers who design the teaching content by combining basic course knowledge and project processes. Students break down the selected projects into continuous subprojects according to the teaching content and take the project as a guide for students to practice what they have learned, as well as to find, analyze, and solve problems in the process of the project's implementation to improve the application of their knowledge and teamwork skills.…”

Section: Case-guided Multi-project Synchronous Implementation Teachin...mentioning

confidence: 99%

Case-Guided Multi-Project Synchronized Implementation Strategy in Object-Oriented Analysis and Design Course Teaching

Yao

Gao

2023

Sustainability

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To address the challenges in teaching object-oriented analysis and design, such as abstract course content, limited practical skills among students, difficulty stimulating interest, and difficulty in achieving high-quality and inclusive education, based on an in-depth analysis of the course’s knowledge system and teaching objectives, we proposed an innovative teaching strategy from the perspective of sustainable development. This strategy takes the analysis and design of software projects selected by students as the main focus and teacher case guidance as the entry point, connecting theoretical knowledge and teaching practice, and is called “case guidance multi-project synchronous implementation”. Simultaneously, we reshaped the teaching process and reformed the course assessment to adapt to this new teaching strategy. The results of its implementation show that this strategy not only helped students to better understand and apply object-oriented analysis and design but also enhanced their interest and sense of access to the course, successfully improving the achievement of the course objectives and significantly promoting students’ innovation and practical skills, providing an effective way to achieve high-quality and inclusive education and the promotion of lifelong learning. The successful implementation of this teaching strategy provides a strong reference for teaching reform in similar courses.

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“…It is particularly noteworthy that English listening and speaking teaching has also begun to adopt classroom online interactive platforms along with the rapid development of information technology, making teaching more in line with modern requirements and significantly improving the teaching effect [8][9][10][11][12][13]. This change not only corresponds to the demand for English listening and speaking ability in today's society but also helps improve teaching efficiency and quality, thus bringing enormous value to the improvement of educational quality and social progress [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Improving English Listening and Speaking Abilities in Online Interactive Platforms

Wu,

Zhou,

Xia

2023

Int. J. Emerg. Technol. Learn.

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In the globalized and digitized modern society, the cultivation of English listening and speaking ability has attracted more and more attention. With the development of information technology, the application of classroom online interactive platforms in English listening and speaking teaching is becoming increasingly widespread. However, existing studies focus on the technical performance and functionality of online interactive platforms, lacking a deep understanding of students’ actual learning behaviors and teachers’ using behaviors. Moreover, most of the studies analyze the platform effect at the macro level and neglect the impact of the student-teacher interactive mode at the micro level. Therefore, this research focused on studying the hierarchical clustering of students’ online learning behaviors and the typical student-teacher interactive mode of “resource-platform-need,” aiming to fill this gap. A data-driven research method was used, which was expected to provide new understanding and perspectives, bringing new theoretical and practical values to the educational technology field. The research results helped design and optimize the online interactive platform and better met the needs of students and teachers, thus promoting the development of English listening and speaking teaching.

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Application of Project-Driven Teaching in College English Class

Cited by 5 publications

References 31 publications

Exploration of the Teaching Mode of the "Virtual Reality Technology" Course Based on the "One Center + Four Levels of Practice + Six Integration" Model

Exploration of the Teaching Mode of the "Virtual Reality Technology" Course Based on the "One Center + Four Levels of Practice + Six Integration" Model

Case-Guided Multi-Project Synchronized Implementation Strategy in Object-Oriented Analysis and Design Course Teaching

Improving English Listening and Speaking Abilities in Online Interactive Platforms

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