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teaching</title> <meta name="description" content="Search results for: methods of teaching"> <meta name="keywords" content="methods of teaching"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="methods of teaching"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 17739</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: methods of teaching</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17739</span> Project and Module Based Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingyu%20Hou">Jingyu Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a new teaching and learning approach-project and Module Based Teaching and Learning (PMBTL). The PMBTL approach incorporates the merits of project/problem based and module based learning methods, and overcomes the limitations of these methods. The correlation between teaching, learning, practice, and assessment is emphasized in this approach, and new methods have been proposed accordingly. The distinct features of these new methods differentiate the PMBTL approach from conventional teaching approaches. Evaluation of this approach on practical teaching and learning activities demonstrates the effectiveness and stability of the approach in improving the performance and quality of teaching and learning. The approach proposed in this paper is also intuitive to the design of other teaching units. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20and%20module%20based" title=" project and module based"> project and module based</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=module%20based%20teaching%20and%20learning" title=" module based teaching and learning"> module based teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/5984/project-and-module-based-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17738</span> Innovation of Teaching Methods in Vocational Education with Popularity Development Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hong%20Zeng">Hong Zeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the process of popularization of higher education, it is necessary to innovate teaching methods in order to make the students cultivated suitable for the needs of social development. This paper discusses the limitations and shortcomings of the traditional teaching method of teaching approach to a person's aptitude, personality, and interest and introduces the new teaching method of teaching approach to a person's personality. The teaching approach to a person's personality is a target teaching method that aims to develop students' potential and cultivate professional talents. Therefore, teachers should be professional and can adopt modern teaching methods from the Internet so that students can clearly understand the course and the knowledge structure. Finally, the students using new teaching methods can enhance their motivation to study and quickly acquire professional skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=target%20education" title=" target education"> target education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered" title=" student-centered"> student-centered</a> </p> <a href="https://publications.waset.org/abstracts/153037/innovation-of-teaching-methods-in-vocational-education-with-popularity-development-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17737</span> A Research on Flipped-Classroom Teaching Model in English for Academic Purpose Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Shuang">Li Shuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rigid teaching procedures and limited academic performance assessment methods, traditional teaching model stands in the way of college English reform in China, which features EAP (English for Academic Purpose) teaching. Flipped-classroom teaching, which has been extensively applied to science subjects teaching, however, covers the shortage of traditional teaching model in EAP teaching, via creatively inverting traditional teaching procedures. Besides, the application of flipped-classroom teaching model in EAP teaching also proves that this new teaching philosophy is not confined to science subjects teaching; it goes perfectly well with liberal-arts subjects teaching. Data analysis, desk research survey, and comparative study are referred to in the essay so as to prove its feasibility and advantages in EAP teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EAP" title="EAP">EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching%20method" title=" traditional teaching method"> traditional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped-classroom%20teaching%20model" title=" flipped-classroom teaching model"> flipped-classroom teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model%20design" title=" teaching model design"> teaching model design</a> </p> <a href="https://publications.waset.org/abstracts/76113/a-research-on-flipped-classroom-teaching-model-in-english-for-academic-purpose-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17736</span> An Experience Report on Course Teaching in Information Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Oliveira">Carlos Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a criticism of the traditional model of teaching and presents alternative teaching methods, different from the traditional lecture. These methods are accompanied by reports of experience of their application in a class. It was concluded that in the lecture, the student has a low learning rate and that other methods should be used to make the most engaging learning environment for the student, contributing (or facilitating) his learning process. However, the teacher should not use a single method, but rather a range of different methods to ensure the learning experience does not become repetitive and fatiguing for the student. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title="educational practices">educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=experience%20report" title=" experience report"> experience report</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20in%20education" title=" IT in education"> IT in education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/55692/an-experience-report-on-course-teaching-in-information-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17735</span> Critical Comparison of Two Teaching Methods: The Grammar Translation Method and the Communicative Teaching Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aicha%20Zohbie">Aicha Zohbie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to critically compare two teaching methods: the communicative method and the grammar-translation method. The paper presents the importance of language awareness as an approach to teaching and learning language and some challenges that language teachers face. In addition, the paper strives to determine whether the adoption of communicative teaching methods or the grammar teaching method would be more effective to teach a language. A variety of features are considered for comparing the two methods: the purpose of each method, techniques used, teachers’ and students’ roles, the use of L1, the skills that are emphasized, the correction of students’ errors, and the students’ assessments. Finally, the paper includes suggestions and recommendations for implementing an approach that best meets the students’ needs in a classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20methods" title="language teaching methods">language teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20awareness" title=" language awareness"> language awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20method%20grammar%20translation%20method" title=" communicative method grammar translation method"> communicative method grammar translation method</a>, <a href="https://publications.waset.org/abstracts/search?q=advantages%20and%20disadvantages" title=" advantages and disadvantages"> advantages and disadvantages</a> </p> <a href="https://publications.waset.org/abstracts/150192/critical-comparison-of-two-teaching-methods-the-grammar-translation-method-and-the-communicative-teaching-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17734</span> Practice of Applying MIDI Technology to Train Creative Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zhuo">Yang Zhuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the integration of MIDI technology as one of the important digital technologies in music teaching, from the perspective of teaching practice, into the process of cultivating students' teaching skills. At the same time, the framework elements of the learning environment for music education students are divided into four aspects: digital technology supported learning space, new knowledge learning, teaching methods, and teaching evaluation. In teaching activities, more attention should be paid to students' subjectivity and interaction between them so as to enhance their emotional experience in teaching practice simulation. In the process of independent exploration and cooperative interaction, problems should be discovered and solved, and basic knowledge of music and teaching methods should be exercised in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=MIDI" title=" MIDI"> MIDI</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/167874/practice-of-applying-midi-technology-to-train-creative-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17733</span> Analyzing Quranic Pedagogical Approaches in Comparison to Modern Teaching Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajjad%20Ali">Sajjad Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Quranic pedagogical methods don't imply that the Quran explicitly prescribes teaching methods. Instead, it acknowledges the inherent ways of learning and teaching that align with human nature, offering guidance in this direction. Qur'an briefly describes different angles of acquiring knowledge. Narrative, interrogative, question, analytical, poetic, comparative and critical methods of teaching are briefly described in the Holy Quran. The Muslim Ummah has a firm belief that the Qur'an is a comprehensive book which mentions every dry and wet, but this does not mean that the Qur'an is a manual book. This means that the Qur'an contains symbols and hints about everything. The fact that everything is mentioned in the Qur'an means that the Qur'an only provides guidance, while its interpretation requires contemplation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hadith" title="hadith">hadith</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=reality" title=" reality"> reality</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a> </p> <a href="https://publications.waset.org/abstracts/173373/analyzing-quranic-pedagogical-approaches-in-comparison-to-modern-teaching-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17732</span> French Language Teaching in Nigeria and Future with Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chidiebere%20Samuel%20Ijeoma">Chidiebere Samuel Ijeoma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact and importance of technology in all domains of existence cannot be overemphasized. It is like a double-edged sword which can be both constructive and destructive. The paper, therefore, tends to evaluate the impact of technology so far in the teaching and learning of French language in Nigeria. According to the study, the traditional methods of teaching French as a Foreign Language and recognized as our cultural methods of knowledge transfer are being fast replaced by digitalization in teaching. This, the research tends to portray and suggest the best way forward. In the Nigerian Primary Education System, the use of some local and cultural Instructional materials (teaching aids) is now almost history which the paper frowns at. Consequently, the study has these questions to ask?; Where are the chalks and blackboards? Where are the ‘Handworks’ (local brooms) submitted by school children as part of their Continuous Assessment? Finally, the research is in no way against the application of technology in the Nigerian French Language Teaching System but tries to draw a curtain between Technological methods of teaching French as a Foreign Language and the Original Nigerian System of teaching the language before the arrival of technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20language%20teaching" title="French language teaching">French language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=future" title=" future"> future</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=importance%20of%20technology" title=" importance of technology"> importance of technology</a> </p> <a href="https://publications.waset.org/abstracts/43365/french-language-teaching-in-nigeria-and-future-with-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17731</span> Experience of the Formation of Professional Competence of Students of IT-Specialties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20I.%20Zhumagaliyev">B. I. Zhumagaliyev</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Sh.%20Balgabayeva"> L. Sh. Balgabayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20S.%20Nabiyeva"> G. S. Nabiyeva</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20A.%20Tulegenova"> B. A. Tulegenova</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Oralkhan"> P. Oralkhan</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Kalenova"> B. S. Kalenova</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20S.%20Akhmetov"> S. S. Akhmetov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article describes an approach to build competence in research of Bachelor and Master, which is now an important feature of modern specialist in the field of engineering. Provides an example of methodical teaching methods with the research aspect, is including the formulation of the problem, the method of conducting experiments, analysis of the results. Implementation of methods allows the student to better consolidate their knowledge and skills at the same time to get research. Knowledge on the part of the media requires some training in the subject area and teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20competence" title="professional competence">professional competence</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20of%20it-specialties" title=" model of it-specialties"> model of it-specialties</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a> </p> <a href="https://publications.waset.org/abstracts/8556/experience-of-the-formation-of-professional-competence-of-students-of-it-specialties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">437</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17730</span> Motivational Orientation of the Methodical System of Teaching Mathematics in Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article analyses the composition and structure of the motivationally oriented methodological system of teaching mathematics (purpose, content, methods, forms, and means of teaching), viewed through the prism of the student as the subject of the learning process. Particular attention is paid to the problem of methods of teaching mathematics, which are represented in the form of an ordered triad of attributes corresponding to the selected characteristics. A systematic analysis of possible options and their methodological interpretation enriched existing ideas about known methods and technologies of training, and significantly expanded their nomenclature by including previously unstudied combinations of characteristics. In addition, examples outlined in this article illustrate the possibilities of enhancing the motivational capacity of a particular method or technology in the real learning practice of teaching mathematics through more free goal-setting and varying the conditions of the problem situations. The authors recommend the implementation of different strategies according to their characteristics in teaching and learning mathematics in secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=methodological%20system" title=" methodological system"> methodological system</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20teaching%20of%20mathematics" title=" the teaching of mathematics"> the teaching of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20motivation" title=" students motivation"> students motivation</a> </p> <a href="https://publications.waset.org/abstracts/93700/motivational-orientation-of-the-methodical-system-of-teaching-mathematics-in-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93700.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17729</span> Research of Database Curriculum Construction under the Environment of Massive Open Online Courses </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Zhanquan">Wang Zhanquan</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zeping"> Yang Zeping</a>, <a href="https://publications.waset.org/abstracts/search?q=Gu%20Chunhua"> Gu Chunhua</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhu%20Fazhi"> Zhu Fazhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Guo%20Weibin"> Guo Weibin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, Massive Open Online Courses (MOOCs) are becoming the new trend of education. There are many problems under the environment of Database Principle curriculum teaching process in MOOCs, such as teaching ideas and theories which are out of touch with the reality, how to carry out the technical teaching and interactive practice in the MOOCs environment, thus the methods of database course under the environment of MOOCs are proposed. There are three processes to deal with problem solving in the research, which are problems proposed, problems solved, and inductive analysis. The present research includes the design of teaching contents, teaching methods in classroom, flipped classroom teaching mode under the environment of MOOCs, learning flow method and large practice homework. The database designing ability is systematically improved based on the researching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem%20solving-driven" title="problem solving-driven">problem solving-driven</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20art" title=" teaching art"> teaching art</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20flow%3B" title=" learning flow;"> learning flow;</a> </p> <a href="https://publications.waset.org/abstracts/50128/research-of-database-curriculum-construction-under-the-environment-of-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17728</span> An Overview of College English Writing Teaching Studies in China Between 2002 and 2022: Visualization Analysis Based on CiteSpace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Yiting">Yang Yiting</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper employs CiteSpace to conduct a visualiazation analysis of literature on college English writing teaching researches published in core journals from the CNKI database and CSSCI journals between 2002 and 2022. It aims to explore the characteristics of researches and future directions on college English writing teaching. The present study yielded the following major findings: the field primarily focuses on innovative writing teaching models and methods, the integration of traditional classroom teaching and information technology, and instructional strategies to enhance students' writing skills. The future research is anticipated to involve a hybrid writing teaching approach combining online and offline teaching methods, leveraging the "Internet+" digital platform, aiming to elevate students' writing proficiency. This paper also presents a prospective outlook for college English writing teaching research in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citespace" title="citespace">citespace</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20English" title=" college English"> college English</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20teaching" title=" writing teaching"> writing teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization%20analysis" title=" visualization analysis"> visualization analysis</a> </p> <a href="https://publications.waset.org/abstracts/173765/an-overview-of-college-english-writing-teaching-studies-in-china-between-2002-and-2022-visualization-analysis-based-on-citespace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17727</span> Method to Create Signed Word - Application in Teaching and Learning Vietnamese Sign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thi%20Kim%20Thoa">Nguyen Thi Kim Thoa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vietnam currently has about two million five hundred deaf/hard of hearing people. Although the issue of Vietnamese Sign Language (VSL) education has received attention from the State, there are still many issues that need to be resolved, such as policies, teacher training in both knowledge and teaching methods, education programs, and textbook compilation. Furthermore, the issue of research on VSL has not yet attracted the attention of linguists. Using the quantitative description method, the article will analyze, synthesize, and compare to find methods to create signed words in VSL, such as based on external shape characteristics, operational characteristics, operating methods, and basic meanings, from which we can see the special nature of signed words, the division of word types and the morphological meaning of creating new words through sign methods. From the results of this research, the aspect of ‘visual culture’ will be clarified in Vietnamese Deaf Culture. Through that, we also develop a number of vocabulary teaching methods (such as teaching vocabulary through a group of methods of forming signed words, teaching vocabulary using mind maps, and teaching vocabulary through culture...), with the aim of further improving the effectiveness of teaching and learning VSL in Vietnam. The research results also provide deaf people in Vietnam with a scientific and effective method of learning vocabulary, helping them quickly integrate into the community. The article will be a useful reference for linguists who want to research VSL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vietnamese%20sign%20language%20%28VSL%29" title="Vietnamese sign language (VSL)">Vietnamese sign language (VSL)</a>, <a href="https://publications.waset.org/abstracts/search?q=signed%20word" title=" signed word"> signed word</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=method" title=" method"> method</a> </p> <a href="https://publications.waset.org/abstracts/186743/method-to-create-signed-word-application-in-teaching-and-learning-vietnamese-sign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">36</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17726</span> To Present and Explain Effective Methods in Teaching Social Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulmaz%20Mozaffari">Sulmaz Mozaffari</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mozaffari"> Zahra Mozaffari</a>, <a href="https://publications.waset.org/abstracts/search?q=Saman%20Mozaffari"> Saman Mozaffari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Training is a counting and orderly process which purpose is to grow all as peals of the students to get the human knowledge and have the social norms. Also to help them grow their talents. Social science as in educational and training science at the sometime is very important for schools and universities. Unfortunately the method which is mostly used for teaching and training at present is student- teacher method and because of its ease the other methods are ignored. This research is to consider the most efficient methods in social science and analyse them. The Results show that the best methods in which the students are present during the teaching procedure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20science" title="social science">social science</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20base%20methodology" title=" student base methodology"> student base methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/30978/to-present-and-explain-effective-methods-in-teaching-social-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30978.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">437</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17725</span> Cross Professional Team-Assisted Teaching Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shan-Yu%20Hsu">Shan-Yu Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsin-Shu%20Huang"> Hsin-Shu Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this teaching research is to design an interdisciplinary team-assisted teaching method for trainees and interns and review the effectiveness of this teaching method on trainees' understanding of peritoneal dialysis. The teaching research object is the fifth and sixth-grade trainees in a medical center's medical school. The teaching methods include media teaching, demonstration of technical operation, face-to-face communication with patients, special case discussions, and field visits to the peritoneal dialysis room. Evaluate learning effectiveness before, after, and verbally. Statistical analysis was performed using the SPSS paired-sample t-test to analyze whether there is a difference in peritoneal dialysis professional cognition before and after teaching intervention. Descriptive statistics show that the average score of the previous test is 74.44, the standard deviation is 9.34, the average score of the post-test is 95.56, and the standard deviation is 5.06. The results of the t-test of the paired samples are shown as p-value = 0.006, showing the peritoneal dialysis professional cognitive test. Significant differences were observed before and after. The interdisciplinary team-assisted teaching method helps trainees and interns to improve their professional awareness of peritoneal dialysis. At the same time, trainee physicians have positive feedback on the inter-professional team-assisted teaching method. This teaching research finds that the clinical ability development education of trainees and interns can provide cross-professional team-assisted teaching methods to assist clinical teaching guidance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=monitor%20quality" title="monitor quality">monitor quality</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion%20objective" title=" health promotion objective"> health promotion objective</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-professional%20team-assisted%20teaching%20methods" title=" cross-professional team-assisted teaching methods"> cross-professional team-assisted teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/144070/cross-professional-team-assisted-teaching-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17724</span> Research on the Teaching Quality Evaluation of China’s Network Music Education APP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guangzhuang%20Yu">Guangzhuang Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun-Chu%20Liu"> Chun-Chu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=network%20music%20education%20APP" title="network music education APP">network music education APP</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20quality%0D%0Aevaluation" title=" teaching quality evaluation"> teaching quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=index%20and%20connotation" title=" index and connotation"> index and connotation</a> </p> <a href="https://publications.waset.org/abstracts/131891/research-on-the-teaching-quality-evaluation-of-chinas-network-music-education-app" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17723</span> Reemergence of Behaviorism in Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Gholami">Hamid Gholami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the years, the language teaching methods have been the offshoots of schools of thought in psychology. The methods were mainly influenced by their contemporary psychological approaches, as Audiolingualism was based on behaviorism and Communicative Language Teaching on constructivism. In 1950s, the text books were full of repetition exercises which were encouraged by Behaviorism. In 1980s they got filled with communicative exercises as suggested by constructivism. The trend went on to nowadays that sees no specific method as prevalent since none of the schools of thought seem to be illustrative of the complexity in human being learning. But some changes can be notable; some textbooks are giving more and more space to repetition exercises at least to enhance some aspects of language proficiency, namely collocations, rhythm and intonation, and conversation models. These changes may mark the reemergence of one of the once widely accepted schools of thought in psychology; behaviorism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20methods" title="language teaching methods">language teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=schools%20of%20thought" title=" schools of thought"> schools of thought</a>, <a href="https://publications.waset.org/abstracts/search?q=Behaviorism" title=" Behaviorism"> Behaviorism</a> </p> <a href="https://publications.waset.org/abstracts/22820/reemergence-of-behaviorism-in-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22820.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">560</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17722</span> Teaching English as a Second/Foreign Language Under Humanistic and Sociocultural Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahrukh%20Baig">Mahrukh Baig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper, sets out to draw some traditional english language teaching practices and to suggest ways for their improvement under the light of humanistic and socio-cultural psychology. This is going to aid language teachers by applying principled psychological methods on the field of education in order to introduce a reciprocal mode of teaching where teacher and learner begin with a mutual effort. However the teacher, after initiating most of the work, gradually passes on more and more responsibility to the learners resulting in their independent endeavors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title="English Language Teaching (ELT)">English Language Teaching (ELT)</a>, <a href="https://publications.waset.org/abstracts/search?q=Second%20Language%20Acquisition%20%28SLA%29" title=" Second Language Acquisition (SLA)"> Second Language Acquisition (SLA)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20english%20as%20second%2Fforeign%20language" title=" teaching english as second/foreign language"> teaching english as second/foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20psychology" title=" socio-cultural psychology"> socio-cultural psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20of%20psychology%20to%20language%20teaching" title=" application of psychology to language teaching"> application of psychology to language teaching</a> </p> <a href="https://publications.waset.org/abstracts/30329/teaching-english-as-a-secondforeign-language-under-humanistic-and-sociocultural-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">608</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17721</span> A Proposal of Multi-modal Teaching Model for College English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huang%20Yajing">Huang Yajing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Multimodal discourse refers to the phenomenon of using various senses such as hearing, vision, and touch to communicate through various means and symbolic resources such as language, images, sounds, and movements. With the development of modern technology and multimedia, language and technology have become inseparable, and foreign language teaching is becoming more and more modal. Teacher-student communication resorts to multiple senses and uses multiple symbol systems to construct and interpret meaning. The classroom is a semiotic space where multimodal discourses are intertwined. College English multi-modal teaching is to rationally utilize traditional teaching methods while mobilizing and coordinating various modern teaching methods to form a joint force to promote teaching and learning. Multimodal teaching makes full and reasonable use of various meaning resources and can maximize the advantages of multimedia and network environments. Based upon the above theories about multimodal discourse and multimedia technology, the present paper will propose a multi-modal teaching model for college English in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimodal%20discourse" title="multimodal discourse">multimodal discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technology" title=" multimedia technology"> multimedia technology</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20education" title=" English education"> English education</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title=" applied linguistics"> applied linguistics</a> </p> <a href="https://publications.waset.org/abstracts/183810/a-proposal-of-multi-modal-teaching-model-for-college-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17720</span> Exploring Teaching Strategies Utilized by Primary School English Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belyihun%20Muchie">Belyihun Muchie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching strategies significantly influence the effectiveness of language teaching practices. Macro/micro ELT strategies realizes the practicality of language teaching in the classroom, where the teacher and students play together. The study aimed to identify teaching strategies employed by primary English language teachers in EFL classrooms. It also analyzed the alignment of teaching strategies with the contemporary language teaching approaches and principles. More over, the study evaluated primary English language teachers' perceptions of the challenges and benefits of implementing innovative teaching strategies. The study used a descriptive survey research design with mixed methods approaches and convergent parallel mixed methods of data collection and analysis. Ten primary schools were selected conveniently, including 60 teachers in total. To collect the adequate data classroom observation, questionnaire and document analysis were used. From the analysis, it was found that primary school English language teachers were not teaching English using innovative teaching strategies. Hence, the alignment of their teaching strategies with the principles and syllabus of the English subject was mismatched. Finally, although there were hindrances of employing innovative teaching strategies, teachers’ commitment of trying much alternatives, was found to be less. They voiced concerns about the erosion of respect for the teaching profession, low salaries, lack of incentives for best practices, insufficient teaching resources, and autocratic leadership within schools. Therefore, as teachers found it increasingly difficult to teach English, it was concluded that primary school English language teachers were not employing innovative ELT strategies in their EFL classroom for effective language teaching in Ethiopia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELT%20strategies" title="ELT strategies">ELT strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20survey%20research%20design" title=" descriptive survey research design"> descriptive survey research design</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20teaching%20strategies" title=" innovative teaching strategies"> innovative teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20English%20language%20teachers" title=" primary school English language teachers"> primary school English language teachers</a> </p> <a href="https://publications.waset.org/abstracts/194798/exploring-teaching-strategies-utilized-by-primary-school-english-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194798.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17719</span> A Study of Teachers’ View on Modern Methods of Teaching Regarding the Quality of Instruction in Shiraz High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasrin%20Badrkhani">Nasrin Badrkhani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching is an interaction between the teacher, student, and the concept being taught, especially within the classroom setting. As society increasingly values thoughtful and creative individuals, there is a growing need to adopt modern, active teaching methods. These methods should engage students in activities that foster problem-solving, creativity, cooperation, and scientific thinking skills. Modern teaching methods emphasize student involvement, gradual and continuous learning (process-centered approaches), and holistic evaluation of students' abilities and talents. A shift from teacher-centered to student-centered teaching is crucial. Among these modern methods are group work, role-playing, group discussions, and activities that engage students in evaluating societal values. This research employs a survey and a 38-question Likert scale questionnaire to explore teachers' perspectives on the impact of modern teaching methods on the quality of education. The study also examines the relationship between these perspectives and variables such as gender, major, and teaching experience. The statistical population consists of high school teachers in Shiraz, Iran, with sampling done using the Morgan table. Discriminant analysis was used for the initial analysis of the questions, and Cronbach's Alpha test was employed for the final examination. SPSS Software was used for statistical analysis, including T-tests and one-way ANOVA. The results indicate that teachers in this city generally have positive attitudes towards the use of modern teaching methods, except when it comes to engaging in judgments concerning societal values. There is no significant difference in viewpoints based on gender or educational background. The findings are consistent with similar studies conducted both within Iran and internationally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20methods" title=" modern methods"> modern methods</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/188387/a-study-of-teachers-view-on-modern-methods-of-teaching-regarding-the-quality-of-instruction-in-shiraz-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188387.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17718</span> Assessment of the Implementation of Recommended Teaching and Evaluation Methods of NCE Arabic Language Curriculum in Colleges of Education in North Western Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamzat%20Shittu%20Atunnise">Hamzat Shittu Atunnise</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study on Assessment of the Implementation of Recommended Teaching and Evaluation Methods of the Nigeria Certificate in Education (NCE) Arabic Language Curriculum in Colleges of Education in North Western Nigeria was conducted with four objectives, four research questions and four null hypotheses. Descriptive survey design was used and the multistage sampling procedure adopted. Frequency count and percentage were used to answer research questions and chi-square was used to test all the null hypotheses at an Alpha 0.05 level of significance. Two hundred and ninety one subjects were drawn as sample. Questionnaires were used for data collection. The Context, Input, Process and Product (CIPP) model of evaluation was employed. The study findings indicated that: there were no significant difference in the perceptions of lecturers and students from Federal and State Colleges of Education on the following: extent of which lecturers employ appropriate methods in teaching the language and extent of which recommended evaluation methods are utilized for the implementation of Arabic Curriculum. Based on these findings, it was recommended among other things that: lecturers should adopt teaching methodologies that promote interactive learning; Governments should ensure that information and communication technology facilities are made available and usable in all Colleges of Education; Lecturers should vary their evaluation methods because other methods of evaluation can meet and surpass the level of learning and understanding which essay type questions are believed to create and that language labs should be used in teaching Arabic in Colleges of Education because comprehensive language learning is possible through both classroom and language lab teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=arabic%20language" title=" arabic language"> arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=methods%20of%20teaching" title=" methods of teaching"> methods of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20methods" title=" evaluation methods"> evaluation methods</a>, <a href="https://publications.waset.org/abstracts/search?q=NCE" title=" NCE"> NCE</a> </p> <a href="https://publications.waset.org/abstracts/180661/assessment-of-the-implementation-of-recommended-teaching-and-evaluation-methods-of-nce-arabic-language-curriculum-in-colleges-of-education-in-north-western-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17717</span> An Implementation of Multi-Media Applications in Teaching Structural Design to Architectural Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wafa%20Labib">Wafa Labib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching methods include lectures, workshops and tutorials for the presentation and discussion of ideas have become out of date; were developed outside the discipline of architecture from the college of engineering and do not satisfy the architectural students’ needs and causes them many difficulties in integrating structure into their design. In an attempt to improve structure teaching methods, this paper focused upon proposing a supportive teaching/learning tool using multi-media applications which seeks to better meet the architecture student’s needs and capabilities and improve the understanding and application of basic and intermediate structural engineering and technology principles. Before introducing the use of multi-media as a supportive teaching tool, a questionnaire was distributed to third year students of a structural design course who were selected as a sample to be surveyed forming a sample of 90 cases. The primary aim of the questionnaire was to identify the students’ learning style and to investigate whether the selected method of teaching could make the teaching and learning process more efficient. Students’ reaction on the use of this method was measured using three key elements indicating that this method is an appropriate teaching method for the nature of the students and the course as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20method" title="teaching method">teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture" title=" architecture"> architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-media" title=" multi-media"> multi-media</a> </p> <a href="https://publications.waset.org/abstracts/39707/an-implementation-of-multi-media-applications-in-teaching-structural-design-to-architectural-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39707.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">437</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17716</span> Information and Communication Technology (ICT) and Yoruba Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayoola%20Idowu%20Olasebikan">Ayoola Idowu Olasebikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global community has become increasingly dependent on various kinds of technologies out of which Information and Communication Technologies (ICTs) appear to be the most prominent. ICTs have become multipurpose tools which have had a revolutionary impact on how we see the world and how we live in it. Yoruba is the most widely spoken African language outside Africa but it remains one of the badly spoken language in the world as a result of its outdated teaching method in the African schools which prevented its standard version from being spoken and written. This paper conducts a critical review of the traditional methods of teaching Yoruba language. It then examines the possibility of leveraging on ICTs for improved methods of teaching Yoruba language to achieve global standard and spread. It identified key ICT platforms that can be deployed for the teaching of Yoruba language and the constraints facing each of them. The paper concludes that Information and Communication Technologies appear to provide veritable opportunity for paradigm shift in the methods of teaching Yoruba Language. It also opines that Yoruba language has the potential to transform economic fortune of Africa for sustainable development provided its teaching is taken beyond the brick and mortar classroom to the virtual classroom/global information super highway called internet or any other ICTs medium. It recommends that students and teachers of Yoruba language should be encouraged to acquire basic skills in computer and internet technology in order to enhance their ability to develop and retrieve electronic Yoruba language teaching materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Africa" title="Africa">Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20method" title=" teaching method"> teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba%20language" title=" Yoruba language "> Yoruba language </a> </p> <a href="https://publications.waset.org/abstracts/48266/information-and-communication-technology-ict-and-yoruba-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17715</span> Implementation Principles and Strategies of Bilingual Teaching in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinfen%20Chen">Chinfen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to focus on the challenges and doubts encountered in the implementation of ‘bilingual teaching in some fields of courses’, and propose implementation principles and strategies from the four areas of curriculum design, teaching strategies, teaching language application, and bilingual teaching implementation and operation, as a school The administrative team considers when planning bilingual teaching and also clarifies teachers' doubts about the implementation of bilingual teaching to enhance their willingness and confidence to participate in bilingual teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education%20policy" title="bilingual education policy">bilingual education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion" title=" language immersion"> language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20bilingual%20education" title=" partial bilingual education"> partial bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20knowledge%20and%20target%20language%20acquisition" title=" content knowledge and target language acquisition"> content knowledge and target language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20teaching." title=" inquiry-based teaching."> inquiry-based teaching.</a> </p> <a href="https://publications.waset.org/abstracts/186675/implementation-principles-and-strategies-of-bilingual-teaching-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17714</span> Applying the Extreme-Based Teaching Model in Post-Secondary Online Classroom Setting: A Field Experiment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leon%20Pan">Leon Pan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first programming course within post-secondary education has long been recognized as a challenging endeavor for both educators and students alike. Historically, these courses have exhibited high failure rates and a notable number of dropouts. Instructors often lament students' lack of effort in their coursework, and students often express frustration that the teaching methods employed are not effective. Drawing inspiration from the successful principles of Extreme Programming, this study introduces an approach—the Extremes-based teaching model — aimed at enhancing the teaching of introductory programming courses. To empirically determine the effectiveness of the model, a comparison was made between a section taught using the extreme-based model and another utilizing traditional teaching methods. Notably, the extreme-based teaching class required students to work collaboratively on projects while also demanding continuous assessment and performance enhancement within groups. This paper details the application of the extreme-based model within the post-secondary online classroom context and presents the compelling results that emphasize its effectiveness in advancing the teaching and learning experiences. The extreme-based model led to a significant increase of 13.46 points in the weighted total average and a commendable 10% reduction in the failure rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extreme-based%20teaching%20model" title="extreme-based teaching model">extreme-based teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20pedagogical%20methods" title=" innovative pedagogical methods"> innovative pedagogical methods</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=team-based%20learning" title=" team-based learning"> team-based learning</a> </p> <a href="https://publications.waset.org/abstracts/171936/applying-the-extreme-based-teaching-model-in-post-secondary-online-classroom-setting-a-field-experiment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17713</span> Higher Education Teachers' Perceptions of Core Competencies and Innovation: The Case of Mohamed V University Abu Dhabi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Soussi">Khalid Soussi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Implementing innovative teaching and learning methods is of pivotal importance for student motivation and teaching quality. At the center of such quality are teaching competencies. The present paper investigates three teachers’ core competencies related to their innovative teaching performance: educational/pedagogical competency, teaching competency, and social competency. The paper also attempts to describe the influence of social factors on innovation in higher education. Many recent studies highlight the technological competency as an independent one, but it is believed in this study that the latter makes part of the pedagogical competency. A Likert scale questionnaire was used to measure teachers’ judgements of core competencies role in innovative teaching performance. The study also attempted to demarcate the social variables that may affect innovative teaching in higher education. The findings indicate that teachers’ educational competency and teaching competency were generally confirmed to be either important or very important for innovation in teaching performance. Regarding social competency, the study also shows that satisfaction from job, daily working hours, amount of workload, flexibility in the functioning and the quality of students are the main factors that have a large effect on teachers’ innovative teaching performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20teaching" title=" innovative teaching"> innovative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20competencies" title=" teaching competencies"> teaching competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance "> teaching performance </a> </p> <a href="https://publications.waset.org/abstracts/110414/higher-education-teachers-perceptions-of-core-competencies-and-innovation-the-case-of-mohamed-v-university-abu-dhabi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17712</span> Cognitions of Physical Education Supervisors and Teachers for Conceptions of Effective Teaching Related to the Concerns Theory </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20M.%20Alsagheir">Ali M. Alsagheir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective teaching is concerned to be one of the research fields of teaching, and its fundamental case is to reach the most successful ways that makes teaching fruitful. Undoubtedly, these methods are common factors between all parties who are concerned with the educational process such as instructors, directors, parents, and others. This study had aimed to recognize the cognitions of physical education supervisors and teachers for conceptions of effective teaching according to the interests theory. A questionnaire was used to collect data of the study; the sample contained 230 teachers and supervisors.The results were ended in: that the average of conceptions of effective teaching expressions for the sample of the study decreases at the progress through stages of teaching development in general. The study showed the absence of statistical indicator between teachers and supervisors at the core of both teaching principals and teaching tasks although the results showed that there are statistical indicators at the core of teaching achievements between supervisors and teachers in favor of supervisors. The study ended in to recommendations which can share in increasing the effectiveness of teaching such as: putting clear and specific standards for the effectiveness of teaching in which teacher's performance is based, constructing practical courses that focus on bringing on both supervisors and teachers with skills and strategies of effectiveness teaching, taking care of children achievement as an important factor and a strong indicator on effectiveness of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concerns%20theory" title="concerns theory">concerns theory</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching" title=" effective teaching"> effective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=supervisors" title=" supervisors"> supervisors</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers "> teachers </a> </p> <a href="https://publications.waset.org/abstracts/23946/cognitions-of-physical-education-supervisors-and-teachers-for-conceptions-of-effective-teaching-related-to-the-concerns-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17711</span> The Role of Vocabulary in Task-based Language Teaching in International and Iranian Contexts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parima%20Fasih">Parima Fasih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present review of literature explored the role of vocabulary in task-based language teaching (TBLT). The first focus of the present paper is to explain different aspects of vocabulary knowledge, and it continues with an introduction to TBLT. Second, the role of vocabulary and vocabulary tasks in TBLT is explained. Next, an overview of the recent empirical studies about task-based vocabulary teaching in international and Iranian contexts context is presented to address the research question concerning the effect of task-based vocabulary teaching on EFL learners' vocabulary learning. Based on the conclusions that are drawn from the previous studies, the implications reveal how the findings influence students' vocabulary learning and teachers' vocabulary teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title="vocabulary">vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based" title=" task-based"> task-based</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title=" task-based language teaching"> task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20teaching" title=" vocabulary teaching"> vocabulary teaching</a> </p> <a href="https://publications.waset.org/abstracts/156871/the-role-of-vocabulary-in-task-based-language-teaching-in-international-and-iranian-contexts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17710</span> Towards Appreciating Knowing Body in the Future Schools: Developing Methods for School Teachers to Understand the Role of the Body in Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Aromaa">Johanna Aromaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a development project aimed at enhancing student-teachers' awareness of the role of the body in teaching and learning. In this project, theory and practice are brought into dialogue through workshops of body work that utilize art-based and somatic methods. They are carried out in a special course for educating teachers in a Finnish University. Expected results from the project include: 1) the participants become aware of the multiple roles that the body has in educational encounters, and with it, develop a more holistic approach to teaching and learning, 2) the participants gain access to and learn to form bodily knowledge, 3) a working model on enhancing student-teachers' awareness of the role of bodily knowledge in teacher’s work is developed. Innovative methods as well as a radical rethinking of the nature of teaching and learning are needed if we are to appreciate knowing body in the future schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bodily%20knowledge" title="bodily knowledge">bodily knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20body" title=" the body"> the body</a>, <a href="https://publications.waset.org/abstracts/search?q=somatic%20methods" title=" somatic methods"> somatic methods</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/1478/towards-appreciating-knowing-body-in-the-future-schools-developing-methods-for-school-teachers-to-understand-the-role-of-the-body-in-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=methods%20of%20teaching&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=methods%20of%20teaching&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=methods%20of%20teaching&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=methods%20of%20teaching&page=5">5</a></li> <li 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