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Search Results: 1 - 10 of 7354 matches for " teaching "
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Practical Teaching Platform Construction Based on Moodle—Taking “Education Technology Project Practice” as an Example  [PDF]
Ruonan Xing
Communications and Network (CN) , 2013, DOI: 10.4236/cn.2013.53B2113
Abstract:

Moodle platform is the international popular course management system. Based on the project practice of education technology course as an example, this article has set up a platform of experimental teaching based on Moodle platform. It mainly illustrates from the course management, self-regulated learning test,toprocedural evaluation and so on. This platform gives full express to the advantages of double main teaching model in which the teacher is dominant while students are the main body, and it has significance on reference to the practical and experimental curriculum.

Participatory Teaching and Happiness in Developed Nations  [PDF]
Ga?l Brulé
Advances in Applied Sociology (AASoci) , 2014, DOI: 10.4236/aasoci.2014.411028
Abstract: Average happiness differs considerably across nations. Much of this difference is in societal development, but average happiness differs also among developed nations. Much of that latter difference seems to be due to cultural factors and education is a main carrier of these. In that context we explored the effect of teaching styles on happiness. In a first study on the general public in 37 developed nations we found that people feel happier in the nations where participatory teaching prevailed. Much of this difference can be explained by the effect of teaching style on psychological autonomy. Participatory teaching fosters autonomy and autonomy adds to happiness. In a second study among high school pupils we found no correlation between average happiness and dominant teaching style in the nation, which fits the explanation that the effect of participatory teaching is in personality formation, with the consequences for happiness of which manifest in adulthood.
An Empirical Study of Blended Teaching Model in University English Teaching  [PDF]
Shenying Jiang, Danli Li
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.34076
Abstract: It has been seven years since Education Ministry issued College English Curriculum Trail Requirements. It is of manifest necessity to conduct a survey about the effectiveness application under blended teaching model in common university. This paper adopts consecutive three years’ empirical study of blended teaching model and analyzes the data from both English teachers’ and students’ viewpoint. Then it discovers some problems and proposes corresponding suggestions with the purpose to facilitate the improvement of the English teaching in universities.
Educational Policies and the Quality of Teaching: Perceptions of Portuguese Teachers  [PDF]
Ana Maria Costa e Silva, Rosalinda Herdeiro
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.511107
Abstract: The educational and curricular policies of the last two decades reflect attention to the quality of teaching by associating it with educational success, the improvement of student learning and the professional development of teachers. In this article we present some of the results of an investigation carried out with Portuguese teachers from the first cycle of basic education, who had, as their main objective, the understanding of the impact of educational and curricular policies on the development and identity of teachers, as well on the quality of teaching. We took as references various legal documents, especially the new Statute for a Teaching Career (STC) and the Evaluation of Teacher Performance (ETP) and other programs implemented by the Portuguese Ministry of Education. This longitudinal study was carried out over three years and it adopted a methodology of both a qualitative and quantitative nature, which permitted us to understand the perceptions of teachers of the first cycle of basic education using: 1) written and oral biographical narratives; 2) discussion groups formed specially for the purpose; and 3) replies from 249 questionnaires returned by teachers of this cycle. In this text we will report the results of analyzing the replies from the questionnaires and the statistical analysis made with the Chi-squared Test and the T-Test, which corroborate other studies carried out, particularly at an international level and which reveal that the teachers felt that the educational policies interfered negatively with their work, thus provoking: a weakening of their professional relationships, interaction with their peers and their collaborative work, as well as professional demotivation and disinvestment with a resulting negative impact on the quality of their teaching.
Primary and Lower Secondary School Teachers: Teachers’ Attitudes and Perceptions about Traditional Teaching Methodologies and Modern Teaching Methodologies according to RWCT  [PDF]
Xhevahire Karanezi
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.516173
Abstract: Reading and Writing for Critical Thinking (RWCT) is a modern teaching philosophy which is based on the philosophy of constructivism, according to which the students actively participate in building up knowledge through involvement in research activities (Kosova Education Center, 2011). Aim of the investigation: The aim of the study was to investigate the differences between attitudes and perceptions of the teachers of primary and lower secondary schools in regard to a traditional and modern teaching methodology such as RWCT. Method: This is a quantitative and a qualitative study. Questionnaires were utilized for the quantitative data collection, whereas a focus group discussion was conducted for qualitative data collection. The study was implemented in a sample of 473 9th grade school teachers in Kosovo. The sample was selected using a random sample selection with inclusion of urban and rural areas proportionally. Results: The data suggest there is a significant difference in attitudes and perception of primary and lower secondary school teachers, in all three measured scales: attitudes about traditional methodologies (t = 2.358, p = .019); attitudes about modern methodologies as RWCT (t = 3.077, p = .002) as well as teachers’ perception about the teaching process (t = 2.981, p = .003). Differences in primary and lower secondary school teachers’ attitudes and perception were also reflected in the qualitative data findings. Conclusion: Based on the quantitative and qualitative data, it can be noted that there is a significant difference in primary and lower secondary school teachers’ attitudes and perceptions towards teaching methodologies.
Study on Teaching of English Reading: Under Thematic Progression Model  [PDF]
Zhanming Wang
Open Journal of Modern Linguistics (OJML) , 2015, DOI: 10.4236/ojml.2015.51007
Abstract: Thematic progression pattern is one of important ways to construct discourse. It can help readers understand the content of discourse and methods of how writer organize the information of the discourse profoundly by means of analyzing thematic progression. In this paper, we reviewed some thematic progression patterns raised by different scholars, analyzed and discussed thematic progression according to a model essay, and found out the significance and feasibility in teaching of English reading under thematic progression model, which was based on the explanation and illustration of thematic progression model.
Reading in Biology Classes—A Different Teaching Activity  [PDF]
Simone Paix?o Araújo, Maria Helena Silva Carneiro
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.77108
Abstract: It is unthinkable to discuss learning without thinking of the merited prominence of reading and writing, since these are the essential actions for the production of different forms of systematized knowledge, among which is scientific knowledge. From this perspective, the present work proposes answering the following question: to what extent can the proposed pedagogy called reciprocal teaching aid in the development of the abilities of reading and interpretation of scientific texts? The discussion of a text found in a biology textbook was organized around four moments: questioning, summarizing, predicting and clarifying. The analysis of the data shows that the collective work helped in the comprehension of the text and, especially, in the understanding of the meaning of some scientific terms and permitted a deeper and more complex analysis of the text. This would hardly occur in a polarized reading situation in which the professor would present the expected interpretation.
The Application of Graded Teaching Pattern in College English Classroom Teaching  [PDF]
Jiqun Ding
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.82021
Abstract:
The graded teaching pattern, which takes different and targeted teaching methods according to students’ English foundation and their distincted enthusiasm in English learning, is becoming one of the most common methods of teaching in College English teaching. This paper analyzes briefly the practices and explorations of graded teaching pattern in college English teaching in China in recent years, clears up relevant theoretical basis, and discusses the problems and deficiencies of this patter in application.
The Theory and Practice of Dialogue Teaching in University Political Course  [PDF]
Zhiwu Zhou
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.54017
Abstract: University political course is the main position to systemically educate undergraduates on Marxist theory. It has very important practical significance. Whereas, concerning the current situation of university political course, the teaching effectiveness has a considerable gap with its duty, which needs our introspection. From the perspective of dialogue teaching, this article discusses the theory and practice of political teaching in university.
Research on Interpreting Pedagogy in Multimedia Environment  [PDF]
Lin Tian
Advances in Literary Study (ALS) , 2018, DOI: 10.4236/als.2018.63013
Abstract: In the present multimedia environment, the traditional teacher-lecturing or information-delivering teaching mode is still frequently adopted, even though the flipped teaching mode has drawn increasing attention from the scholars and teachers. Against this backdrop, a research on the adoption of interpreting pedagogy has been done to see the students’ preference over the traditional and the flipped teaching mode and explore the possible reasons behind this preference. The research findings indicate that the participants favor the flipped interpreting teaching mode more than the traditional lecturing mode, mainly because this can save them more in-class time for interactive interpreting activities and for more tutor’s instructions. Therefore, a mode for flipped interpreting teaching is suggested for further experiment, covering three modules, namely, pre-class online learning, in-class instruction and practice and after-class tasks.
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