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A Learner-Centered Teaching Model
Get PDFA teaching model is a plan or pattern that can be used to shape curriculum, to design teaching materials, and to guide instruction in the classroom and other settings. It is often developed based on specific educational philosophies and teaching theories, providing stable structures and procedures for teaching activities. Teaching models can be illustrations of instructional theories or generalizations of teaching experiences, allowing educational researchers to apply their ideas and concepts to practice, and practitioners to generalize about their instructional experiments and experience (Joyce & Weil, 1996). With the help of teaching models, educators can optimize their teaching methods and promote better learning outcomes for their students
What Kind of Novice Teachers Would Prefer the Autonomy-Supportive Teaching Method? An Empirical Study Based on Large-Scale Research Data
Get PDFGiven that autonomy-supportive teaching has the potential to enhance students’ learning motivation and promote their self-development, it is of immense value and far-reaching significance to assist novice teachers in mastering and employing this teaching method effectively. The study employs multi-variable linear regression to analyze the factors influencing novice teachers’ use of the autonomy-supportive teaching method and Shapley value decomposition to reveal the contribution rate of each variable. The analysis is based on data extracted from a large-scale survey of urban districts. The findings of the study are as below: (i) Scientific research literacy, professional knowledge, professional competence, and job satisfaction have a significant impact on novice teachers’ adoption of the autonomy-supportive teaching method; (ii) the greatest impact is exerted by scientific research literacy, followed by professional competence and professional knowledge. Therefore, teacher professional development is the key to the successful implementation of autonomy-supportive teaching by novice teachers, while environmental support is the path. To accomplish this, it is necessary to improve their scientific research literacy and emphasize the application of their scientific research results; expand their professional knowledge and skills; increase the frequency of in-service training and create a positive development environment; encourage professional exchanges and eliminate utilitarian competition; and motivate teachers’ pursuit of life meaning and attend to their emotional needs
Impact of the Context of Socioscientific Issues on Discourse Patterns Used in Science Classes
Get PDFThis study is a qualitative study conducted to examine the effect of socioscientific issues (SSI) on discourse patterns used in the classroom. The research was conducted with four elementary science teachers working in a public school. The research was designed as case studies of these four teachers and data resources were video recordings of these teachers’ routine and SSI based lessons. The data was analyzed through discourse analysis. The discourse patterns used by teachers were examined in terms of adjacent the utterance, triadic, and chain discourse patterns. The results indicated that the discourse patterns used by the teachers in their routine lessons changed dramatically in the context of SSI and the chain discourse pattern came to the fore in the courses processed in the context of the SSI
Physically Adults, but Psychologically Infants: “Giant Babies” among Chinese College Students
Get PDFThere has been widespread public concern in recent years about the phenomenon of “giant babies,” particularly among college students. Giant-baby college students are those who are physically grown-up but psychologically immature. The article focuses on analyzing their behavioral traits and the harm of their giant baby syndrome, with the aim of offering valuable insights into this social issue
Global Competence of Students in PISA High-Performing Regions: The Impact of Individual and School Factors
Get PDFAmidst the constant progression of globalization, it is of great significance to cultivate talents with global competence and ample knowledge about international affairs in order for the nation to seize development opportunities and react properly to global challenges. There has been increasing research on the possibility of fostering student global competence in the school setting. Using data of four high-performing countries and regions in the PISA Global Competence Survey 2018, this study analyzed the effects of school and personal factors on student global competence as well as the influence of school factors on the relation between student personal factors and global competence development
The Relation between Teacher Gender and Student Academic Achievements: From the Perspective of Teacher-student Gender Matches
Get PDFAccording to existing research findings, there is a significant gender difference in student academic performance at the basic education level, with girls outperforming boys on average. Student educational attainments are affected by multiple factors. Among all school-related factors, teachers have been viewed as the most impactful in student academic progress. In China, female teachers predominate in the basic education teacher staff. Therefore, the investigation of how teacher-student gender matches impact student academic performance is of theoretical and practical significance
Explorations to Overcome Socio-Economic Barriers in Learning and Thinking: A Flipped Classroom Study
Get PDFThe present study aims to examine the effect of the flipped classroom model on the academic achievement and critical-analytic thinking skills of students from different socio-economic backgrounds. For this purpose, two schools in the same province, attended by children from families with varying socio-economic levels, were included in the study. The study sample consisted of a total of 82 students: 30 from a secondary school with students from a low socio-economic background and 52 from another secondary school with students from a high socio-economic background in the 2021-2022 academic year. The study was designed based on the quasi-experimental design with pretest-posttest control groups. Experimental and control groups consisting of one class each, and four classes in total, were selected from the schools using the random assignment method. The total application period was 9 weeks while the duration of the experimental applications was 7 weeks (28 class hours). In the present study utilizing Edpuzzle, an online platform, interactive videos were developed in accordance with the learning outcomes of the course. Data were collected using the 25-item “Sun, Earth and Moon Achievement Test” applied to determine the learning levels of the students and the 72-item “Cornell Conditional Reasoning Test” applied to measure critical-analytic thinking skills. In conclusion, it was revealed that although there was no significant change in critical-analytic thinking skills, the flipped classroom model provided a significant increase in the academic achievement and critical-analytic thinking skills of students from both socio-economic backgrounds
The Necessity of Including Life Education in Chinese Basic Education Curricula
Get PDFTeenagers are at a critical stage of physical and mental development. They embody the prospects for the nation. The incorporation of life education into basic education curricula poses positive effects on adolescents’ development of a fundamental understanding of life and its purpose. This study aims to provide a brief overview of global practices in life education, review current life education research in China, and analyze the necessity of including life education in adolescent schooling
The Effect of Maternal Coping Strategies for Sibling Disputes on Sibling Relationships among Preschool Children in Two Child Families
Get PDFSibling relationships are long-lasting kinship which can tremendously influence a child across his or her life span. The sibling relationship research has drawn increased attention in China in the wake of the implementation of the Comprehensive Three Child Policy
Lecturing, Discussion, or Interaction: The Heterogenous Effects of Teaching Methods on Academic Achievements of Junior Secondary School Students
Get PDFCurrently, the traditional teacher lecturing-dominated instruction remains the prevalent teaching method in Chinese basic education. In recent years, as a result of the deepening curriculum reform, teachers have increased the use of group discussion in classroom teaching. In this article, teaching methods were classified into three categories: teacher lecturing, group discussion, and teacher-student interaction. Based on the baseline survey and follow-up data of China Education Panel Survey (CEPS), the study used the difference-in-differences (DID) model and the PSM (propensity score matching) -DID model to examine the respective effects of the three teaching approaches on student academic achievements in Chinese, mathematics, and English