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Journal articles on the topic 'Teaching models and methods'
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Howe and Purkiss. "Resourcing innovative teaching of audit – models, methods and MAAGs." Medical Education 32, no. 6 (November 1998): 607–12. http://dx.doi.org/10.1046/j.1365-2923.1998.00240.x.
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Ross, Jade, Clarence Surette, Kathleen Whitaker, and Tamara Varney. "Teaching Virtual Forensic Anthropology Labs: Methods and Reflections." Teaching Anthropology 12, no. 2 (November 29, 2023): 82–91. http://dx.doi.org/10.22582/ta.v12i2.676.
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Development of virtual labs for Forensic Anthropology was complicated by the notion that the skeleton cannot be learned without physical manipulation. This was addressed by using free programs to teach using 3D models of bone. Successes and shortcomings are discussed based on student and educator feedback. Integration of 3D models in teaching is plausible as it reduces deterioration of specimens and increases accessibility of the lab, however, the ethics of digital archaeology, including curation of human skeletal models, is an unsolved challenge. Overall, although 3D modelling cannot replace hands-on learning, teaching virtually can indeed ensure high-quality instruction is delivered.
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Hock, Heinrich, and Eric Isenberg. "Methods for Accounting for Co-Teaching in Value-Added Models." Statistics and Public Policy 4, no. 1 (January 1, 2017): 1–11. http://dx.doi.org/10.1080/2330443x.2016.1265473.
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Serhiienko, Tetiana, and Olena Neklesa. "USING INTERACTIVE METHODS IN MILITARY ENGLISH TEACHING." Grail of Science, no. 25 (March 30, 2023): 322–28. http://dx.doi.org/10.36074/grail-of-science.17.03.2023.055.
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Teaching English in the military system is at the same time a difficult and a rewarding job. The challenges English teachers encounters nowadays are mainly related to designing and/or adapting instructional models that would function efficiently within the specific framework of the military and social sphere. It analyses the communicatively oriented approach for the formation such competence. As the title implies the article describes the aims at presenting the practical effects of three such different models. Special attention is given to the interactive model, the situational model and the task-based model. Within this paper, the aim of the authors will be to investigate the role of the teacher and of the learners in these specific teaching approaches and to determine which is the best model to be used for military English teaching. This article is of interest to the teacher of English who start work in the military system.
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Chen, Hangyu. "A Review of Four Representative Teaching Methods of English Classes in Chinese Universities." Journal of Education, Humanities and Social Sciences 2 (July 13, 2022): 125–29. http://dx.doi.org/10.54097/ehss.v2i.775.
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Education has always been a topic of great concern and good teaching methods help students to learn better. Any teaching mode points to and accomplishes certain teaching objectives. Traditional teaching models are elaborated from the perspective of how teachers teach, ignoring the issue of how students learn. The development trend of modern teaching models is to attach importance to the subjectivity of students in teaching activities, to their participation in teaching and to the rational design of 'teaching' and 'learning' activities according to the needs of teaching. There are now many teaching methods in schools, each with its own characteristics and drawbacks. Whether a teaching model is suitable for student learning or whether it will be the future of education depends on what students learn from it and what people say about it. There are currently four representative teaching methods that are suitable for students, namely face-to-face teaching, which is the oldest mode of teaching. There is also online teaching, graded teaching and flipped classrooms. The article analyses the advantages and disadvantages of the different models for teaching purpose and finally chooses the one that is most suitable for university students to learn English.
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Szmidt, Krzysztof J., and Anna Majewska-Owczarek. "Theoretical Models of Teaching Creativity - Critical Review." Creativity. Theories – Research - Applications 7, no. 1 (January 1, 2020): 54–72. http://dx.doi.org/10.2478/ctra-2020-0004.
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Abstract This paper is an attempt to present selected classifications of models of teaching creativity, which may have been found in literature over the last years. Models of teaching creativity are understood by the authors as well-developed systems of statements, based on a specific theory of creativity and concerning strategies and methods of teaching creative thinking and action, conditions of education, the role of a teacher in that process, and evaluation of education results. The paper describes several classifications of such models, including the authors’ own proposal, and presents a more detailed description of the heuristic model of teaching creativity. In the conclusion, the authors propose a thesis that the issue of methods of teaching creativity is open and the answer to the question about the best teaching methods in that obligation, which is interesting from the pedagogical point of view, should, as in the whole didactics, be answered by teachers, using their knowledge about creativity and its development.
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Hobgood, Cherri, Susan Sawning, Josie Bowen, and Katherine Savage. "Teaching Culturally Appropriate Care: A Review of Educational Models and Methods." Academic Emergency Medicine 13, no. 12 (December 2006): 1288–95. http://dx.doi.org/10.1197/j.aem.2006.07.031.
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王, 玉刚. "Innovation and Practice of Teaching Models and Methods of Aviation Ordnance." Creative Education Studies 06, no. 03 (2018): 198–202. http://dx.doi.org/10.12677/ces.2018.63032.
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Poole, Jon R., and George Graham. "Internal Teaching Models of Four Physical Education Graduate Teaching Assistants." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 355–68. http://dx.doi.org/10.1123/jtpe.15.3.355.
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This study was designed to be an initial step toward a better understanding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and describing the influence of an induction program on these internal models. A multi-case-study approach was employed to construct individual portraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. Teaching could best be portrayed as a “pedagogy of contentment.” That is, teaching assistants were generally satisfied with their own teaching and did not perceive a need for additional improvement. Reported satisfaction was based on their belief that they already knew the different strategies, methods, and routines for teaching their particular subject.
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ALAHYANE, Latifa Mohamed. "APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS." International Journal of Humanities and Educational Research 03, no. 05 (October 1, 2021): 371–92. http://dx.doi.org/10.47832/2757-5403.5-3.32.
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The theoretical achievement in the field of foreign language learning in the 1950s and early 1960s remained related to the practical side of language teaching. Moreover, The idea of the need for foreign language teaching methodologies for a theory of learning has remained constant since the occurrence of educational reform movements of the late nineteenth century. To come to terms with the current developments in the field of foreign language learning, it is necessary to trace the recent history of the research carried out in this regard. Therefore, we will focus in this article on tracking the most important theoretical assets of foreign language teaching methods, and monitoring the evolution of language teaching and learning methods. This is done to distinguish between two approaches to language teaching; first, Direct teaching that negates the overlap of the learned and acquired language during foreign language instruction. And second Mediated teaching in which the second language is taught through the first language. Through this, we will monitor the cognitive cross-fertilization between acquiring the first language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language teaching. And we will monitor the foundations on which each approach is based separately to discover the commonalities between them and the contrast between them. We will then contribute to building a new conception of foreign language learning by making use of the translation action inherent in the procedures adopted in most of these approaches. This is mainly evident in the difference between the necessity of adopting the first language or not during the teaching and learning of the foreign language. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, Direct teaching, Mediated teaching
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Zaripova, Gulbakhor Kamilovna, Nazokat Sayfullayevna Sayidova, Mukhlisa Nasim kizi Salimova, and Sherzod Erkin ugli Ravshanov. "USE OF ELECTRONIC RESOURCES IN THE SCIENCE “INNOVATIONS IN HIST TIONS IN HISTORY: TECHNOL Y: TECHNOLOGIES, MODELS AND OGIES, MODELS AND METHODS”." Scientific Reports of Bukhara State University 4, no. 1 (February 26, 2020): 82–88. http://dx.doi.org/10.52297/2181-1466/2020/4/1/1.
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This article examines the use of electronic resources in teaching the subject “Innovations in History: Technologies, Models and Methods”, which draws conclusions from the scientific analysis of many years of pedagogical experience accumulated in our Republic. This is important, because it is based on a standard training program and corresponding work program.
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Krivykh, Elena Alekseevna. "INNOVATIVE METHODS OF TEACHING AT A MEDICAL UNIVERSITY." Scientific medical Bulletin of Ugra 35, no. 1 (2023): 9–17. http://dx.doi.org/10.25017/2306-1367-2023-35-1-9-17.
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Medical education is a special branch that requires considerable effort and time from students to assimilate the information provided, both theoretical and practical. The student should want to learn and believe in the effectiveness of the methods used. Practice shows that it is desirable to combine visual information with audio information and vice versa. The improvement of higher medical education dictates the need to introduce new pedagogical and information technologies, innovative teaching methods. Modern requirements for the organization of the educational process imply a skillful combination of directive and interactive learning models.
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Ormandy, Elisabeth, Janella C. Schwab, Samantha Suiter, Nicole Green, Janice Oakley, Pamela Osenkowski, and Christine Sumner. "Animal Dissection vs. Non-Animal Teaching Methods." American Biology Teacher 84, no. 7 (September 1, 2022): 399–404. http://dx.doi.org/10.1525/abt.2022.84.7.399.
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Animal dissection is practiced to varying degrees around the world and is particularly prevalent in North America throughout all levels of education. However, a growing number of studies suggest that non-animal teaching methods (NAMs) (e.g., virtual anatomy tools and three-dimensional models) are better for achieving learning goals compared to dissection. We conducted a systematic review of studies published between 2005 and 2020 that evaluated the pedagogical value of NAMs versus animal dissection. Our results from 20 published studies show that in 95% of the studies (19/20) students at all education levels (secondary, postsecondary, and medical school) performed at least as well—and in most of those studies better (14/19)—when they used NAMs compared to animal dissection. These results provide compelling evidence in support of the 3Rs’ principle of replacement. Given that NAMs have been demonstrated as effective for science education, steps should be taken by educational institutions to phase out animal dissection.
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Guo, Zhenxian. "Research on English Teaching Models from a Cross-Cultural Communication Perspective." Yixin Publisher 1, no. 5 (November 30, 2023): 75–80. http://dx.doi.org/10.59825/jet.2023.1.5.75.
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The construction of English teaching models from a cross-cultural perspective in the context of globalization is of significant importance. To achieve this goal, this paper explores the need for clearly defined teaching objectives, the integration of cultural education into the curriculum, covering cultural backgrounds, social customs, and values, among other content. The paper also emphasizes that teaching principles should adopt comprehensive principles such as student-centered approaches, practical applications, diversity in education, and independent learning to promote students’ overall qualities and cross-cultural communication skills. Regarding teaching methods and strategies, methods like task-based teaching, communicative approaches, and cultural communication methods contribute to enhancing students’ cross-cultural communication skills. Additionally, through well-defined objectives, suitable principles, methods, and evaluation methods, we can construct English teaching models that are better suited for a cross-cultural perspective, with the aim of improving students’ English proficiency and cross-cultural awareness.
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Zhao, Xiaojuan. "Optimization of teaching methods and allocation of learning resources under the background of big data." Journal of Computational Methods in Sciences and Engineering 24, no. 2 (May 10, 2024): 1025–40. http://dx.doi.org/10.3233/jcm-247277.
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In the context of the wide application of big data technology, it is particularly important to optimize the allocation of teaching methods and learning resources. This study first expounds the key role of big data in the optimization of teaching methods and the allocation of learning resources, and emphasizes how big data technology promotes the transformation and development of education and teaching models. Based on the analysis of traditional models of teaching method optimization and learning resource allocation, this study proposes a new model driven by big data. By accurately identifying students’ learning needs and behavior patterns, the model optimizes teaching methods and allocation of learning resources. This study introduces the whole process of data collection, cleaning, analysis and modeling. In the process, it shows how big data can be integrated, analyzed, and applied to further support the construction and validation of models. Through empirical research and effect evaluation, this study proves the validity of the model of teaching method optimization and learning resource allocation driven by big data, and demonstrates how big data can promote educational equity and improve educational quality.
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Arfani, Arlinda Ayu Diah, and Mochammad Iskarim. "The Urgency of the Teaching Method of the Prophet Muhammad and Its Implications for Millennial Era Learning Models." Tadibia Islamika 3, no. 1 (May 29, 2023): 21–32. http://dx.doi.org/10.28918/tadibia.v3i1.347.
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The Prophet Muhammad's attention to education extended to the development of a system, theoretical strategies, and teaching methods. Remarkably, many of the teaching methods he employed during his time remain relevant today. His insights into teaching methods have proven to be capable of addressing various educational challenges faced by humanity. Nevertheless, it is sometimes assumed that contemporary learning models are solely derived from Western influences, overlooking the significant contributions of the Prophet Muhammad in this regard. While methods refer to the means of acquiring knowledge, learning models are the outcomes of these teaching methods. Over time, the teaching methods imparted by the Prophet Muhammad have had a profound impact on contemporary learning models. The aim of this research is to analyze the urgency of the Prophet Muhammad's Islamic teaching methods and their contributions to contemporary millennial-era learning models. A qualitative approach, supported by library research, was employed as the research method. Data validity was ensured by reviewing relevant sources, including accredited journals, scholarly articles, and related books. This research demonstrates that the teaching methods of the Prophet Muhammad are of great significance and have substantial implications for millennial-era learning models. This is substantiated by the contemporary learning models that incorporate various teaching methods taught by the Prophet Muhammad, which have proven effective in addressing learning challenges in the millennial era. Consequently, it is crucial to consider appropriate and relevant teaching methods, similar to those imparted by the Prophet Muhammad, when developing a learning model.
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Brioso, Xavier, Danny Murguia, and Alonso Urbina. "Comparing three scheduling methods using BIM models in the Last Planner System." Organization, Technology and Management in Construction: an International Journal 9, no. 1 (December 20, 2017): 1604–14. http://dx.doi.org/10.1515/otmcj-2016-0024.
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AbstractThis article presents strategies for teaching scheduling methods such as takt-time, flowlines, and point-to-point precedence relations (PTPPRs) using building information modeling (BIM) models in the Last Planner System. This article is the extended version of the article entitled “Teaching Takt-Time, Flowline and Point-to-point Precedence Relations: A Peruvian Case Study,” which has been published in Procedia Engineering (Vol. 196, 2017, pages 666–673). A case study is conducted in final year students of civil engineering at the Pontifical Catholic University of Peru. The mock-up project is an educational building that has high repetitive processes in the structural works phase. First, traditional tools such as Excel spreadsheets and 2D drawings were used to teach production system design with takt-time, flowlines, and PTPPR. Second, 3D and 4D models with Revit 2016 and Navisworks 2016 were used to integrate the previous schedules with a BIM model and to identify its strengths and weaknesses. Finally, Vico Office was used for the automation of schedules and comparison of the methods in 4D and 5D. This article describes the lectures, workshops, and simulations employed, as well as the feedback from students and researchers. The success of the teaching strategy is reflected in the survey responses from students and the final perceptions of the construction management tools presented.
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Zhang, Mingxue, and Jiaqi Wang. "Research on Language Teaching Models under the Background of New Generation Information Technology." Pacific International Journal 7, no. 2 (April 20, 2024): 85–92. http://dx.doi.org/10.55014/pij.v7i2.573.
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With the rapid development of the new generation of information technology, education has also ushered in the opportunity for change. In school language teaching, the application of new-generation information technology can provide students with more flexible and diverse learning methods, and promote the improvement of students' innovation and practical ability. At the same time, school language teaching, as an important part of basic education, also needs to constantly explore new teaching methods and technologies to further realize scientization in order to improve teaching effectiveness and quality. In this paper, we will discuss the research on the application of new generation information technology in school language teaching from the needs of school language teaching, respectively, from the learning content, teaching methods, evaluation methods and other aspects,And we have a further deep understanding of the diversity, science, fun and interactivity brought by the new generation of information technology in the field of teaching and learning.
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Lindquist, Nathan R., Matthew Leach, Matthew C. Simpson, and Jastin L. Antisdel. "Evaluating Simulator-Based Teaching Methods for Endoscopic Sinus Surgery." Ear, Nose & Throat Journal 98, no. 8 (April 24, 2019): 490–95. http://dx.doi.org/10.1177/0145561319844742.
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A multitude of simulator systems for endoscopic sinus surgery (ESS) are available as training tools for residents preparing to enter the operating room. These include human cadavers, virtual reality, realistic anatomic models, and low-fidelity gelatin molds. While these models have been validated and evaluated as independent tools for surgical trainees, no study has performed direct comparison of their outcomes. To address this deficiency, we aimed to evaluate the utility of high-fidelity and low-fidelity trainers as compared to a traditional control (no simulator exposure) for novice trainees acquiring basic ESS skills. Thirty-four first-year medical students were randomized to 3 groups and taught basic sinus anatomy and instrumentation. Two groups received training with either the high-fidelity or low-fidelity trainer, while 1 group served as control. These groups were then tested with cadaveric specimens. These sessions were recorded and graded by an expert. There was no statistical difference in performance between the 3 study groups with regard to identification of anatomy, endoscopic competency, or completion of basic tasks. When the high-fidelity and low-fidelity arms were grouped into a single “trained” cohort, they demonstrated significantly improved time to completion for basic anatomy ( P = .043) and total time ( P = .041). This is the first study to perform a direct comparison of performance between high-fidelity and low-fidelity ESS simulators and controls. Although we found no difference in performance of novice trainees with regard to basic anatomical identification or procedural tasks associated with ESS, the use of ESS simulators may improve time to completion.
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Novita, Loly. "LEARNING STYLES AND TACHING METHODS IN ENGLISH TEACHING." INOVISH JOURNAL 4, no. 1 (June 29, 2019): 114. http://dx.doi.org/10.35314/inovish.v4i1.960.
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A teacher has resposibilities in building the students’ character, morality and intellectual capability. What he does for the students will give great effect for the future of a nation. A teacher needs to do self-continuous improvementin teaching because he is the one who is responsible to transfer knowledge and value. In performing his teaching task, he needs to understand his students’ personality to ease him find out the precise methods, strategies, approaches and models of teaching applied during teaching and learning process takes time. Understanding the students’ personality in learning will lead the teacher to be successful in teaching because he knows what to do with different students who have different ability. It is a must for a teacher to make someone who knows nothing become the one who knows many things and know how to solve any problem.The teacher will also do his best to apply various methods of teaching in order that he can attract the students’ attention to learn more about the subject. Knowing the students personality, such as their energy, brain hemisphere, modality, and multiple intelligences will really be helpful for the success of teaching.
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Gotovtseva, I. P., V. S. Kashparova, and V. Yu Sinitsyn. "Mass open online courses and modern methods of teaching languages." Язык и текст 4, no. 3 (2017): 79–86. http://dx.doi.org/10.17759/langt.2017040309.
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The article examines some foreign and Russian mass open online courses (MOOK) that can be used to teach foreign languages in the educational process of higher education institutions, as well as to study foreign languages for the purpose of self-improvement. The possibility of using mass open online courses in the framework of distance and mixed learning models is discussed.
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-, Sakshi. "TRADITIONAL AND ADVANCED TEACHING-LEARNING METHODS IN RACHANA SHARIR(ANATOMY)." International Ayurvedic Medical Journal 11, no. 6 (June 21, 2023): 1327–30. http://dx.doi.org/10.46607/iamj1911062023.
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Anatomy is the science that deals with knowledge of bodily structures like organs, bones, muscles, ligaments, blood vessels, nerves, etc. and it can be studied at gross level or microscopic level. It is the elementary subject for a medical student in learning medical education. Teaching anatomy simply started with the blackboard method and cadaveric dissection, which now has progressed to overhead projectors, power-point presentations, 3D models, virtual dissection, software, and many online applications. Anatomy has been educated using different methods including didactic lectures, practical sessions, based on models, cadaveric dissection & computer-based learning. In the ancient era, learning and teaching were based on the pattern of Adhyan, Adhyapan, Sambhasha, etc. where the Guru used to share his knowledge with his disciples by verbal communication. The subject has undertaken several changes with the adoption of modern effective teaching & learning approaches. Inclusive knowledge of human anatomy emphasizes the understanding & practice of medicine. It is a well-known part of the undergraduate curriculum. This paper aims to review the various traditional and modern anatomy educational methods in the present and future of anatomy education.
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Ploger, Don, and Michael Rooney. "Teaching Fractions: Rules and Reason." Teaching Children Mathematics 12, no. 1 (August 2005): 12–17. http://dx.doi.org/10.5951/tcm.12.1.0012.
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Methods to enhance children's understanding of fractions through classroom activities. Models are used to foster number sense, and rules are introduced that are helpful and meaningful to children. Use the activities and models in this article to adapt to the needs of their students to assist with the conceptual development of fractions.
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Chen, Yu. "Review of Interactive Teaching Methods of Music in Junior Middle Schools." Asian Journal of Education and Social Studies 50, no. 2 (January 23, 2024): 49–59. http://dx.doi.org/10.9734/ajess/2024/v50i21258.
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At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting, opening up broader possibilities for cultivating students' comprehensive literacy. Based on the latest references, this article conducts an in-depth study of interactive teaching methods of music in junior high schools, providing a solid theoretical foundation for subsequent research.
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Shapovalov, A. A. "APPROACHES TO THE CONSTRUCTION OF A Blended LEARNING MODELOF METHODS OF TEACHING PHYSICS." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 49 (December 1, 2021): 37–42. http://dx.doi.org/10.37386/2413-4481-2021-4-37-42.
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Based on the generalization of the previously made reviews of the concept of blended learning technology, its essential features are identified and clarified. The models of blended learning are proposed: idealized, non-digital, implemented in an online format, and real, focused on given conditions and a given time. The author describes the experience of selecting and accumulating traditional and digital didactic materials for the subsequent construction of the proposed models. The conclusion is made about the priorities of using such models in the course of methods of teaching physics.
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Yonghua, Lu, and Tang Dunbing Ye Ming. "The Investigation of research-teaching model for undergraduate students." International Journal for Innovation Education and Research 3, no. 7 (July 31, 2015): 106–9. http://dx.doi.org/10.31686/ijier.vol3.iss7.399.
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Nowadays, the research-teaching models of high education are highly developed in Chinese universities. However, many common problems are presented in these teaching processes, which are mainly three types of problems as bellows: 1. teaching evaluation mechanism; 2. creative teaching training for teachers; 3. teaching management model. The reasons of these problems are analyzed in this paper. According to several research-teaching methods three types of research-teaching models are applied in the course Measurement Technology, which are the combination of theory and practice, the design of opening experiments, and undergraduate students integration into researching topics. These research-teaching models are proved practically to be effective methods for improving creative and practical ability of undergraduate students.
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Annuš, Norbert, Ondrej Takáč, Iveta Štempeľová, and Daniel Dancsa. "Z and alpha generation teaching methods: digitalization of learning material." International Journal of Advanced Natural Sciences and Engineering Researches 7, no. 4 (May 13, 2023): 224–29. http://dx.doi.org/10.59287/ijanser.704.
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Digitalization is an emerging and inevitable part of everyday life and this also applies to education. The static learning material belongs to the multitude. Increasingly widespread artificial intelligence and other innovative technologies are facilitating the roll-out of personalized curricula and interactive learning materials. The trend in education is towards digitalisation and the appropriate use of information communication tools. Our research explores the importance, advantages and emerging disadvantages of digital learning materials. Furthermore, as a result of a quantitative survey of students, it is based on the interactive digitisation of learning materials using virtual models. Pupils, regardless of their level of education, demand digital learning materials and the use of information and communication tools in class, as Generation Z and Alpha are growing up with these tools. Educational establishments should therefore not restrict or prohibit the use of these tools, but should find ways of effectively integrating them into the classroom. Our aim is to motivate educators to increasingly complement traditional paper-based static learning materials with interactive digital learning materials. We have also worked to create interactive three-dimensional models for students to motivate and explore within the biology subject to support the teaching process. In summary, our article points out the importance of a certain degree of digitalisation of curricula and presents a model for possible future developments in contrast to static learning materials.
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Pandya, Aashish, Dylan Mistry, and David Owens. "Anatomical Models versus Nontactile Distanced Learning in Otolaryngology Teaching." Surgery Journal 07, no. 03 (July 2021): e259-e264. http://dx.doi.org/10.1055/s-0041-1733992.
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Abstract Introduction Medical schools in the United Kingdom are under increasing pressure to provide more streamlined, applicable teaching due to rising numbers of trainee doctors but are failing to meet their educational need for otolaryngology. The recent novel coronavirus disease 2019 (COVID-19) pandemic has placed additional pressures on medical schools to adapt the medium over which the curriculum is delivered. The use of tactile learning with three-dimensional models and distanced learning via videoconferencing may provide alternative teaching methods to meet otolaryngology undergraduate learning requirements. This pilot study aimed to assess the differences in undergraduate student attitudes toward tactile learning via nontactile distanced learning and review their acceptability among this cohort. Methods Two groups of medical students observed a single educational event on the larynx and management of the airway. The learning opportunity was delivered in a lecture format with the lecturer demonstrating on an anatomical model of the larynx. Group one (tactile group) had an identical model to interact with during the lecture and were present within the lecture theater; group two (nontactile group) did not and observed the lecture via video link. Students were asked to rank their opinion to several statements about the session based on an 11-point Likert's scale and give qualitative feedback. Results All ranked feedback was mainly positive. Tactile learning was statistically equivalent to nontactile learning based on the ranked feedback from the students, except for “improvement in anatomical knowledge,” for which the students believed tactile learning was superior (p = 0.017). A variety of qualitative feedback was received by both groups. Conclusion This pilot study provides evidence for the acceptability among students of the use of nontactile distanced learning to deliver the otolaryngology undergraduate curriculum compared with tactile learning. This can provide the basis for larger studies to assess the educational impact of these different teaching methods.
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Ma, Liang. "A Study on the Quality Improvement of Language Teaching in the IoT Environment." Wireless Communications and Mobile Computing 2022 (October 14, 2022): 1–9. http://dx.doi.org/10.1155/2022/2368229.
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IoT networks and Teaching System have attracted much attention from researchers of industry and academia. As a typical application of IoT tworks and Teaching System, the system studied in this paper is a three-way platform for IoT technology, language teaching methods, and language teaching quality is incorporated into the framework of language teaching system. Based on the current stage of language teaching methods in China and its digital needs, the role of IoT-based language teaching models on language teaching quality improvement is investigated by establishing an IoT language teaching model and using conventional comparison methods to compare conventional language teaching quality improvement models with language teaching models based on IoT platforms to consider the impact of IoT technology on language teaching quality improvement. The results show that in the educational context where digitalization and intelligence are the trends, the intelligent language teaching model integrating IoT technology is much better than the language teaching model under the conventional model in terms of teaching quality, and through IoT technology, more language enthusiasts can become language learners and improve their learning ability. The work in this paper provides an important application guidance to IoT networks and Teaching System.
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Singh, Dr Indira. "The Impact of Co-Teaching Models in Inclusive Special Education Classrooms." Global International Research Thoughts 11, no. 1 (2023): 16–20. http://dx.doi.org/10.36676/girt.2023-v11i1-04.
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Two or more teachers, typically a general education teacher and a special education teacher, co-teach a class so that they can better meet the needs of their students. Collaborative teaching is another name for co-teaching. examines the impact of co-teaching methods in inclusive special education classrooms, with special attention to the pros and cons of using a team-based approach to teaching. perspectives and lessons learned from teachers, researchers, and other special education professionals who have used co-teaching strategies in the classroom. This article reviews the research and scholarly literature on the impact of co-teaching on students with disabilities in inclusive settings.
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Ma, Meng, Wei Liu, Ruirui Zhang, Weiwei Xie, and Qing Qin. "Research on the Application and Effect of Innovative Teaching Methods in College Student Education." Contemporary Education and Teaching Research 4, no. 11 (November 24, 2023): 573–78. http://dx.doi.org/10.61360/bonicetr232015191104.
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With the rapid development of society and the rapid updating of knowledge, traditional teaching models can no longer meet the needs of college students. Therefore, this study aims to explore the application and effectiveness of innovative teaching methods in college student education. Research has shown that innovative teaching methods can stimulate students' active learning ability, cultivate innovative thinking and problem-solving abilities, and have a positive impact on their development. This study proposes implementation strategies and suggestions for innovative teaching methods in university education, and the implementation strategies for innovative teaching methods in university student education provide reference for university teachers and education managers.
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Nyemkova, Elena, Connie Justice, Solomiia Liaskovska, and Yuriy Lakh. "Methods of Current Knowledge Teaching on the Cybersecurity Example." Education Sciences 12, no. 11 (October 22, 2022): 732. http://dx.doi.org/10.3390/educsci12110732.
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Teaching of modern cybersecurity specialists should be up to date and use the newest methods and methodologies in universities as the IT industry is rapidly growing and constantly changing. A good idea is to use methods of management in IT companies as methods for current knowledge teaching of university students. It is also worth engaging students not only in educational international projects but the research projects as well. This work analyzes the method for teaching students, and the Scrum methodology was selected and implemented for educational and research projects. Students participated in both projects, however, Scrum models should be different for them and this is illustrated in the paper. The visualization of collected statistical data of the performed educational project illustrated distributions of students by specialization and by marks. The distributions by marks showed that using the Scrum model for the teaching course significantly increases the marks compared with the average level marks of the students in their specializations.
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Sánchez-Cabrero, Roberto, José Luís Estrada-Chichón, Alfonso Abad-Mancheño, and Lidia Mañoso-Pacheco. "Models on Teaching Effectiveness in Current Scientific Literature." Education Sciences 11, no. 8 (August 5, 2021): 409. http://dx.doi.org/10.3390/educsci11080409.
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Knowing what defines ‘effective teaching’ contributes significantly to the appropriateness and validity of the instruction provided to pre-service teachers during their initial training. This may help them to perform as expert teachers before finishing their university training. This study aims to reflect upon the most significant models and theoretical contributions of each of the five most common methods for investigating teaching effectiveness in the current scientific literature. To that end, the main scientific sources within this field of study have been obtained on the Internet through the Web of Science (WoS), Scopus and ERIC. The sources were selected for their relevance to the topic, which was determined by assessing the citations generated by the academic works and the impact of the journals in which they were published. The results show that the key and most central factor salient in teaching quality is related to the teachers themselves and their training. Thus, any educational model that seeks educational excellence must focus foremost on ensuring care and respect for teaching professionals, beyond economic investment, resource availability, or any other factors.
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Zeng, Jiali, Fandong Meng, Yongjing Yin, and Jie Zhou. "Teaching Large Language Models to Translate with Comparison." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 17 (March 24, 2024): 19488–96. http://dx.doi.org/10.1609/aaai.v38i17.29920.
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Open-sourced large language models (LLMs) have demonstrated remarkable efficacy in various tasks with instruction tuning. However, these models can sometimes struggle with tasks that require more specialized knowledge such as translation. One possible reason for such deficiency is that instruction tuning aims to generate fluent and coherent text that continues from a given instruction without being constrained by any task-specific requirements. Moreover, it can be more challenging to tune smaller LLMs with lower-quality training data. To address this issue, we propose a novel framework using examples in comparison to teach LLMs to learn translation. Our approach involves output comparison and preference comparison, presenting the model with carefully designed examples of correct and incorrect translations and an additional preference loss for better regularization. Empirical evaluation on four language directions of WMT2022 and FLORES-200 benchmarks shows the superiority of our proposed method over existing methods. Our findings offer a new perspective on fine-tuning LLMs for translation tasks and provide a promising solution for generating high-quality translations. Please refer to Github for more details: https://github.com/lemon0830/TIM.
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Yao, Zhexi. "Positive influence of teaching models on improving students’ anxiety." CNS Spectrums 28, S2 (October 2023): S134. http://dx.doi.org/10.1017/s1092852923005916.
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BackgroundThe blended teaching model refers to the combination of online and offline teaching methods, using both online platforms and physical classrooms, to provide students with a more flexible and diverse learning experience. The learning experience of online and offline blended teaching mode can help students better adapt to learning pressure and anxiety.Subjects and MethodsAccording to the principle of random sampling, 50 freshmen to seniors from a certain university were selected, including 25 males and 25 females. According to the results of the Anxiety Self Test Scale, there were 5 students with severe anxiety, 10 students with moderate anxiety, and 15 students with mild anxiety. A mixed online and offline teaching mode was used to teach students. Six months later, statistical analysis was conducted using SPSS3.0 software based on the results of the anxiety self-test scale.ResultsAll students with severe anxiety improved, with 2 showing mild anxiety and 3 showing no symptoms of anxiety. Among students with moderate anxiety, 8 have mild anxiety and 2 have no symptoms of anxiety. Students with mild anxiety have no symptoms of anxiety. The p-value of the results before and after intervention treatment is less than 0.05, which is statistically significant.ConclusionsThe combination of online and offline teaching modes has a positive impact on improving students’ anxiety disorder. Through flexible time arrangements, diverse learning methods, social support networks, and personalized learning experiences, it can help alleviate students’ anxiety symptoms, and improve learning outcomes, and mental health.
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Yu, Seung Hee. "The Effects of Flipped Learning Teaching Methods Using Application of the Action Research Models." Asia-pacific Journal of Convergent Research Interchange 9, no. 4 (April 30, 2023): 529–38. http://dx.doi.org/10.47116/apjcri.2023.04.42.
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Martynova, Raisa. "TYPES OF DIDACTIC MODELS OF THE LEARNING PROCESS." Science and Education 2019, no. 4 (April 2019): 15–22. http://dx.doi.org/10.24195/2414-4665-2019-4-2.
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The article substantiates the possibility of increasing the effectiveness of the process of teaching any subject by means of its preliminary modeling. It has been proved that any didactic model consists of three blocks: organizational, which represents the stages of teaching; informative, which includes such links as: teaching objectives, elements of the major subject and components of the major subject content; procedural, which includes such links as: teaching methods, teaching aids, control of teaching outcomes. The form of interconnection of the named links shows that each previous link assumes the next one, and each subsequent link is based on the previous one. Their consistent implementation determines the dynamics of the teaching process. Such model has the properties of a system: INTEGRITY, manifested in the fact that a change in a link or their sequence will violate not only the logic of the teaching process, but will also suspend its implementation; HIERARCHY, manifested in the fact that the presented educational integrity is a structure of a higher level than its components; EMERGENCY, manifested in the fact that a simple sum of links will not lead to the dynamics of the teaching process; it is possible only with the fixed form of their relationship; FUNCTIONALITY, manifested in the fact that each link performs its own function, which proceeds from the function of the previous link, that, in its turn, determines the function of the next link; SYNERGY, manifested in the fact that none of the links can be a subject to bifurcation; otherwise, its destruction will lead to the destruction of the entire teaching process as a whole.
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Trofimets, Elena. "Innovative methods and technologies while examining equations of mathematical physics." Journal of Physics: Conference Series 2373, no. 6 (December 1, 2022): 062005. http://dx.doi.org/10.1088/1742-6596/2373/6/062005.
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Abstract Teaching disciplines of physics and mathematics in the age of information technology requires innovative teaching methods application. These methods complement traditional forms; they are aimed at developing the systematic and creative thinking of students. The disciplines of the physical and mathematical profile include such discipline as “Equations of Mathematical Physics”. They help students develop skills in creating mathematical models of physical processes and phenomena. It is advisable to apply software packages to create computer models of situational problems when studying the discipline “Equations of Mathematical Physics”. The mathematical packages application makes it possible to take various situations by changing the input parameters of the model on the basis of computer models of physical processes. The problems of mathematical physics are based on the study of the second-order partial differential equations of three main types: hyperbolic, elliptic, and parabolic. The paper discusses the mathematical package MathCad application in the study of free and forced vibrations of a string. Mathematical models of free and forced oscillations are presented. The d’Alembert formula for solving equations of hyperbolic type is presented. The authors describe stages of the study of free vibrations of the membrane in MathCad. Bessel functions are constructed. Membrane surface animation has been created. Observations of membrane vibrations were carried out.
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Feng, Yanqing, Fengqiao Lin, and Mengjun Huang. "Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching." Journal of Contemporary Educational Research 8, no. 4 (April 29, 2024): 176–81. http://dx.doi.org/10.26689/jcer.v8i4.6521.
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Purpose: To analyze the role of the seminar teaching method + case-based learning (CBL) teaching method + problem-based learning (PBL) teaching method in oral clinical nursing teaching. Methods: 13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group, adopting conventional nursing teaching methods; 13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group, adopting the seminar + CBL + PBL teaching method. The teaching effects were compared between the two groups. Results: All assessment scores of the observation group were higher than those of the control group; all teaching satisfaction levels were higher than those of the control group (P < 0.05). Conclusion: Adopting the seminar + CBL + PBL teaching method during oral clinical nursing teaching can improve nursing students’ assessment scores, strengthen their core competencies, and enhance teaching satisfaction.
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Ulfatun, Titik, Suyatmini Suyatmini, Arnida Kusumaningtyas, and Yovi Annang Setiyawan. "Teacher’s understanding of teaching models and students’ human literacy." International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (December 1, 2023): 1925. http://dx.doi.org/10.11591/ijere.v12i4.25618.
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<span lang="EN-US">The strengthening of students’ human literacy can be done through appropriate learning processes and models of teaching. The purpose of this study is to explore teachers’ understanding of models of teaching and whether the applied models can strengthen students’ human literacy. This qualitative case study of two vocational high schools in Surakarta used semi-structured interviews and documentation for data collection purposes. The results of this study found that teachers have an unsuitable understanding of models of teaching employed in Basic Accounting subject. In the interviews, the respondents of this study explained the types of learning media used (PowerPoint, Zoom, recordings, WhatsApp Group, and Quizizz) and methods of teaching (lectures and assignments), instead of models of teaching (discovery learning, inquiry-based learning, project-based learning, and problem-based learning). Even though the lesson plans they compiled have mentioned models of teaching, teachers felt that these models were not sufficient to strengthen students’ human literacy. These findings can help teachers to revisit the models of teaching used in the classroom with a proper understanding. Teachers are advised to improve their understanding of concepts related to teaching and learning activities. In addition, it is highly necessary for teachers to apply different models of teaching to strengthen students’ human literacy.</span>
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Hu, Mingwei. "Issues of English Teaching Practices and Their Implications for Teaching Strategies." International Journal of Education and Humanities 5, no. 3 (November 11, 2022): 65–67. http://dx.doi.org/10.54097/ijeh.v5i3.2450.
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Foreign language education in China has evolved significantly in response to the economic, political and cultural changes in China - Chinese foreign language education has entered a new era. There is no shortage of old and new problems presented in the process of foreign language teaching practice. The problems can be divided into three categories: those of language application, those of combining theoretical and practical methods, and those of evaluating the effectiveness of methods and models. Although instructional strategies do not solve all problems, they provide ideas for teaching practices that go a long way toward avoiding problems and bringing positive results to the entire teaching system
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Xie, Zongfu, Jinjin Liu, Yawei Ji, and Bin Yang. "Optimization and Practice of the practical teaching system of the Digital Electronic Technology." SHS Web of Conferences 187 (2024): 02029. http://dx.doi.org/10.1051/shsconf/202418702029.
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In view of the issues in the practical teaching of the Digital Electronic Technology, which include outdated practical teaching content, insufficient innovation and comprehensiveness, redundant teaching methods, and a single assessment model, this paper proposes an optimized design for practical teaching content, teaching methods, and assessment mechanisms. The proposed plan adopts a deep integration of theory and practice, flexible expansion based on needs, a combination of multiple teaching models, and a comprehensive assessment mechanism. It adds design experiments and innovative research experiments to enhance the comprehensiveness and innovation of the practical teaching content. Various educational concepts and methods are integrated to form an optimized teaching method that combines multiple models. A comprehensive assessment mechanism is also designed. Through the optimized design of practical teaching courses for the Big Data Engineering, significant teaching achievements have been achieved. The proposed optimized practical teaching plan can effectively address the issues in practical teaching and better cultivate students’ overall quality and innovative spirit.
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Cheng, Kun, and Charanjit Kaur Swaran Singh. "Metasynthesis of Strategies Mode for Activating Higher Order Thinking Skills (HOTs) of University Students." Journal of Education and Educational Research 8, no. 2 (May 8, 2024): 133–39. http://dx.doi.org/10.54097/azvaaj73.
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Countries around the world are increasingly emphasizing the research and cultivation of higher-order thinking abilities, and have proposed various teaching strategies and methods. Researchers have developed various methods, strategies, and related activities to cultivate higher-order thinking in response to this issue, such as "scaffolding teaching", "heuristic teaching", "project-based teaching", "building collaborative learning", and "diverse evaluation feedback". However, current research on teaching strategies mostly focuses on methodology or teaching principles, lacking a teaching strategy model to guide teachers in specific teaching processes and designs. This study conducted a comprehensive integration of previous scientific research, aiming to summarize the strategic models for activating college students' HOTs in the past three years. By using Scopus, Science Direct, and Springer search agents for in-depth filtering, a total of 6 articles were selected. Data screening, evaluation, and CBA use two keywords, and the article is published from around 2020 to 2023. The research results indicate that in addition to the aforementioned teaching strategies, some emerging teaching models are also being widely explored and applied. The flipped learning teaching model shifts the knowledge imparted in the classroom to independent learning after class, while using classroom time to guide students in discussions and practice. Smart classrooms utilize modern technological means to provide a highly interactive and personalized learning environment. The blended learning model combines online and offline learning, fully utilizing the advantages of technology. The evidence-based teaching method emphasizes guiding teaching decisions and practices through scientific research and empirical data. These teaching strategies can effectively improve the higher-order thinking ability of college students. Therefore, integrated research has investigated some specific methods and strategy models for activating higher-order thinking skills among college students in recent years. These methods and strategy models are of great significance to educational practitioners and can provide reference for the teaching of HOTs.
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Garcia-Teruel, Anna, Yvonne Scholz, Wolfgang Weimer-Jehle, Sigrid Prehofer, Karl-Kiên Cao, and Frieder Borggrefe. "Teaching Power-Sector Models Social and Political Awareness." Energies 15, no. 9 (April 29, 2022): 3275. http://dx.doi.org/10.3390/en15093275.
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Energy-system scenarios are widely used to relate the developments of the energy supply and the resulting carbon-emission pathways to political measures. To enable scenario analyses that adequately capture the variability of renewable-energy resources, a specialised type of power-sector model (PSM) has been developed since the beginning of this century, which uses input data with hourly resolution at the national or subnational levels. These models focus on techno-economic-system optimisation, which needs to be complemented with expert socioeconomic knowledge in order to prevent solutions that may be socially inacceptable or that oppose political goals. A way to integrate such knowledge into energy-system analysis is to use information from framework scenarios with a suitable geographical and technological focus. We propose a novel methodology to link framework scenarios to a PSM by applying complexity-management methods that enable a flexible choice of base scenarios that are tailored to suit different research questions. We explain the methodology, and we illustrate it in a case study that analyses the influence of the socioeconomic development on the European power-system transition until 2050 by linking the power-sector model, REMix (renewable-energy mix), to regional framework scenarios. The suggested approach proves suitable for this purpose, and it enables a clearer link between the impact of political measures and the power-system development.
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Simons, Mathea, Marlies Baeten, and Claudio Vanhees. "Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching." Journal of Teacher Education 71, no. 1 (August 10, 2018): 24–40. http://dx.doi.org/10.1177/0022487118789064.
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During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.
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Зуфарова, А. С., and Р. А. Суходуб. "Methods of teaching students programming: problems and solutions." Management of Education, no. 4(50) (June 15, 2022): 166–74. http://dx.doi.org/10.25726/j1495-0128-8440-f.
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Актуальность данной темы обусловлена тем, что с развитием компьютерных технологий, в нашей стране не хватает качественных специалистов в области IT технологиях. Особо остро почувствовали в нынешней политической ситуации. Образовательный процесс пытается активно внедряет информационные технологии, но не успевает в ногу со временем. Человечество и передовых странах цифровые технологии выходят на первое место. Сейчас мы себе не можем представить жизнь без смартфона, персонального компьютера или любого программного обеспечения обслуживающее любую отрасль. Оно используется в медицине, в обороне страны, в защите информации, в образовании, в создании кино и мультиков, в проектировании космических моделей и во многом другом. Но чтоб его создать нужны специалисты в этой области. Их нужно сначала взрастить, выучить и выпустить в жизнь. Этот процесс долгий и трудоемкий. В данной статье анализируется ситуация с информационными технологиями в образовании в средних и высших учебных заведениях. Предлагаются пути решения этих проблем. The relevance of this topic is due to the fact that with the development of computer technology, our country lacks high-quality specialists in the field of IT technologies. We felt it especially sharply in the current political situation. The educational process is trying to actively introduce information technology, but does not keep up with the times. For mankind and advanced countries, digital technologies come out on top. Now we cannot imagine life without a smartphone, personal computer or any software serving any industry. It is used in medicine, in the defense of the country, in the protection of information, in education, in the creation of films and cartoons, in the design of space models and much more. But to create it, you need experts in this field. They must first be nurtured, learned and released into life. This process is long and laborious. This article analyzes the situation with information technologies in education in secondary and higher educational institutions. Ways of solving these problems are proposed.
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Karolczuk, Agnieszka. "O uczeniu gramatyki polskiej Słowian." Poradnik Językowy, no. 1/2022(790) (September 10, 2021): 214–25. http://dx.doi.org/10.33896/porj.2022.1.11.
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This paper presents diverse approaches to teaching grammar in the language acquisition process. It focuses on a compilation of the models, methods, techniques, and tricks of teaching grammar. The paper concerns especially teaching Polish grammar to Slavic speakers while taking consideration of the cognation of the languages and the resulting interdependencies. This situation creates both easiness and diffi culty in grammar teaching.
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Cai, Jiao. "Practical Exploration of Myanmar Language Teaching Model in Applied-Oriented Universities under the OBE Concept: A Case Study of the Jewelry School of West Yunnan University of Applied Sciences." English Language Teaching and Linguistics Studies 6, no. 2 (April 2, 2024): p105. http://dx.doi.org/10.22158/eltls.v6n2p105.
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The outcome-oriented OBE (Outcome-Based Education) concept has far-reaching implications in the exploration of new curriculum teaching models in Applied-Oriented Universities. It helps teachers and students clarify learning goals, highlights the cultivation of practical application abilities, and provides personalized learning and evaluation methods. This concept has significant guiding value for improving students’ Myanmar language ability and application skills. This article takes the Jewelry School of West Yunnan University of Applied Sciences as an example to analyze the current situation of Myanmar language teaching in this institution. Through specific practical approaches such as clarifying teaching goals, optimizing teaching content, exploring diversified teaching methods, and reforming evaluation methods, the Myanmar language courses under the OBE concept are discussed as teaching models.
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PAVLENKO, O. "THE ESSENCE OF COMMON METHODS OF TEACHING FOREIGN LANGUAGES." Pedagogical Sciences, no. 78 (December 29, 2021): 131–39. http://dx.doi.org/10.33989/2524-2474.2021.78.249852.
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Today, knowledge of foreign languages is required to avoid barriers to communication between people around the world. Thus, learning foreign languages is relevant at almost any age.The purpose of this article is to consider the generally accepted methods and determine the effectiveness of each of them during training. To achieve fluency in a foreign language, it is necessary to divide foreign language communicative competence into a number of components and develop them both individually and in combination. Each of the models is a separate and independent method that can be used to improve certain components of foreign language communicative competence. The main components include: the development of speech, writing, reading, and the study of vocabulary. There is no single approach in the scientific literature to determine the structure of foreign language communicative competence, as the general form of this competence can be presented in a set of components such as linguistic, sociolinguistic and pragmatic competence. Therefore, it is not possible to dwell on a specific method as ideal for the formation of competence, as each of them has its disadvantages and advantages. The formation of foreign language communicative competence requires a long and careful study of the material offered by a teacher who uses a certain method.
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Garagulya, G. I., S. G. Matkovska, and I. I. Panikar. "Visualization method in teaching veterinary microbiology, immunology and virology." Scientific Messenger of LNU of Veterinary Medicine and Biotechnologies 21, no. 92 (May 11, 2019): 180–85. http://dx.doi.org/10.32718/nvlvet-e9232.
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Pedagogical science has in its arsenal a number of methods of teaching educational information. Visibility is one of the main principles of didactics. There are auditory, visual and kinesthetic teaching methods. The task of the teacher is to develop and use such methods that allow the best way to convey information to the student. The article is devoted to the description of visual models developed by teachers of the Department of Microbiology, Virology and Immunology of the Kharkov State Zooveterinary Academy. The models allow visualization of various biological objects: blood cells and tissues of the animal’s body, bacteria, viruses, molecules. Models are made of dense material and have a magnet. Due to this model is easily attached to the magnetic board. The models reflect the morphological and functional features of the depicted objects. Thus, the color of blood cells corresponds to their color in a smear, the color of bacteria — to a color when stained by Gram, and the different colors of molecules can mean their different function. Most often, models are used in the teaching of immunology. They help to visually show the various factors of immunity and their interactions. Using models, one can create illustrations of the most difficult topics: “Immune response”, “The role of cytokines in the immune response”, “Immunodeficiency and autoimmune diseases”, “Serological reactions in the laboratory diagnosis of infectious diseases”. The use of models helps in understanding information, its memorization and allows reflecting the dynamics of processes in immunology, virology and microbiology. To study the effect of the method of visual models on the quality of perception of educational information and analysis of the effectiveness of using models, we conducted a survey among students. The positive role of models in the study of veterinary microbiology, immunology and virology was noted by all students who participated in the survey.