Pub Date : 2023-03-31DOI: 10.11648/j.edu.20231202.14
Tutik Widiyastuti, A. Rozak, Y. Gloriani
: The purpose of this study was to explain the design of a project-based learning model and the results of its implementation with the help of the Moodle platform in learning short story texts in class IX. The method used is descriptive qualitative method. This study uses a qualitative approach with the ADDIE model development method. Data collection was in the form of teacher and student activities in every aspect of learning model design, short story text assessment instruments, student worksheets and short story text product presentations. The form of data in this study is in the form of scores for short story text assessment sheets. From the results of the research and discussion, it can be concluded that the ability to write short stories in class IX at SMP NU Darul Ma'arif Kaplongan, with a total of 28 students, obtained an average total score of 90.3 out of the highest score of 100. Meanwhile, the field trial phase was carried out at SMPN 1 Karangampel Indramayu which totaling 31 students with an average total score of 80.5 out of the highest score of 100. And SMP Muhammadiyah Karangampel with a total of 31 students obtained an average total score of 80 out of the highest score of 100. Overall implementation results both small group trials and field trials received an average -the average total score is 86.6, it is included in the "Very Eligible" category. That is, the design of a project-based learning model assisted by the Moodle platform media is able to improve students' ability to compose short story texts. Which illustrates an increase in effectiveness and value scores after using the project-based learning model. The design of the Moodle Platform-Assisted Project-Based Learning Model in Learning Short story text is a combination of PjBL and the Moodle Media Platform, so the design of this model is very much needed by teachers in learning Short Story texts. From the implementation of the use of the PjBL model assisted by the Moodle Media Platform, it can be concluded that the developed Project-Based Learning Model Assisted by the Moodle Media Platform in Learning Short Story Texts in SMP/MTS is very feasible for teachers and students to use in learning.
:本研究的目的是解释基于项目的学习模式的设计，并在Moodle平台的帮助下，在九班学习短篇故事文本的结果。所采用的方法是描述性定性方法。本研究采用定性方法，采用ADDIE模型开发方法。数据收集以师生活动的形式进行，包括学习模式设计、小故事文本评估工具、学生工作表和小故事文本产品展示等各个方面。本研究的数据形式为短篇故事文本评估表的分数形式。从研究和讨论的结果可以看出，SMP NU Darul Ma'arif Kaplongan九班共有28名学生，他们的短篇小说写作能力平均总分为90.3分，满分为100分。同时，在Karangampel Indramayu SMPN 1进行了现场试验阶段，共有31名学生，平均总分为80.5分(满分为100分)。SMP Muhammadiyah Karangampel共有31名学生，平均总分为80分，满分为100分。小组试验和现场试验的总体实施结果均为平均，平均总分为86.6分，属于“非常合格”类别。也就是说，设计一个基于项目的学习模式，借助Moodle平台媒体，能够提高学生撰写短篇故事文本的能力。这说明了使用基于项目的学习模式后，有效性和价值得分的提高。Moodle平台辅助的基于项目的短篇小说文本学习模式的设计是PjBL与Moodle媒体平台的结合，因此该模式的设计是教师在短篇小说文本学习中非常需要的。从使用Moodle Media Platform辅助下的PjBL模型的实施情况可以看出，在SMP/MTS中，开发的Moodle Media Platform辅助下的基于项目的学习模式对于教师和学生在学习中使用是非常可行的。
{"title":"Media Platform Moodle Assisted Project-Based Learning Model for Short Story Text Learning in Class IX of Junior High School","authors":"Tutik Widiyastuti, A. Rozak, Y. Gloriani","doi":"10.11648/j.edu.20231202.14","DOIUrl":"https://doi.org/10.11648/j.edu.20231202.14","url":null,"abstract":": The purpose of this study was to explain the design of a project-based learning model and the results of its implementation with the help of the Moodle platform in learning short story texts in class IX. The method used is descriptive qualitative method. This study uses a qualitative approach with the ADDIE model development method. Data collection was in the form of teacher and student activities in every aspect of learning model design, short story text assessment instruments, student worksheets and short story text product presentations. The form of data in this study is in the form of scores for short story text assessment sheets. From the results of the research and discussion, it can be concluded that the ability to write short stories in class IX at SMP NU Darul Ma'arif Kaplongan, with a total of 28 students, obtained an average total score of 90.3 out of the highest score of 100. Meanwhile, the field trial phase was carried out at SMPN 1 Karangampel Indramayu which totaling 31 students with an average total score of 80.5 out of the highest score of 100. And SMP Muhammadiyah Karangampel with a total of 31 students obtained an average total score of 80 out of the highest score of 100. Overall implementation results both small group trials and field trials received an average -the average total score is 86.6, it is included in the \"Very Eligible\" category. That is, the design of a project-based learning model assisted by the Moodle platform media is able to improve students' ability to compose short story texts. Which illustrates an increase in effectiveness and value scores after using the project-based learning model. The design of the Moodle Platform-Assisted Project-Based Learning Model in Learning Short story text is a combination of PjBL and the Moodle Media Platform, so the design of this model is very much needed by teachers in learning Short Story texts. From the implementation of the use of the PjBL model assisted by the Moodle Media Platform, it can be concluded that the developed Project-Based Learning Model Assisted by the Moodle Media Platform in Learning Short Story Texts in SMP/MTS is very feasible for teachers and students to use in learning.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76818131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.11648/j.edu.20231202.13
Salwa Mostafa Khusheim
: The COVID-19 pandemic causes the sudden shift to the online educational provision in Saudi Arabia that prompted a slew of concerns, including difficulties meeting learning objectives and widening social disparities. As online education greatly influenced the academics of pupils, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). Due to parents believe that they are unable to support their ADHD children with virtual learning due to a lack of understanding. The aim of the present study was to understand the importance of parents' perspectives in order to reveal the views of parents with ADHD in Saudi Arabia regarding teacher interaction with pupils or parents, assessment of homework and examination during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in this field. The result showed that there were no statistically significant differences among responses of parents of the pupils with ADHD according to their background information (gender, age, marital status) towards teacher’s dealing with pupils with ADHD within virtual classes. Furthermore, there were statistically significant differences at level (0.05) among the responses of parents of the pupils with ADHD according to (academic qualification) towards teacher’s dealing with virtual classes. It is expected that the present study will be useful to lead classroom teachers to good treating for ADHD pupils and their parents to their duties and teacher duties. Consequently, it may help the teachers to adopt new strategies or teaching styles that can help in decreasing their failure in schools and can also help in improving the relationship between school and home for ADHD pupils.
{"title":"Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia","authors":"Salwa Mostafa Khusheim","doi":"10.11648/j.edu.20231202.13","DOIUrl":"https://doi.org/10.11648/j.edu.20231202.13","url":null,"abstract":": The COVID-19 pandemic causes the sudden shift to the online educational provision in Saudi Arabia that prompted a slew of concerns, including difficulties meeting learning objectives and widening social disparities. As online education greatly influenced the academics of pupils, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). Due to parents believe that they are unable to support their ADHD children with virtual learning due to a lack of understanding. The aim of the present study was to understand the importance of parents' perspectives in order to reveal the views of parents with ADHD in Saudi Arabia regarding teacher interaction with pupils or parents, assessment of homework and examination during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in this field. The result showed that there were no statistically significant differences among responses of parents of the pupils with ADHD according to their background information (gender, age, marital status) towards teacher’s dealing with pupils with ADHD within virtual classes. Furthermore, there were statistically significant differences at level (0.05) among the responses of parents of the pupils with ADHD according to (academic qualification) towards teacher’s dealing with virtual classes. It is expected that the present study will be useful to lead classroom teachers to good treating for ADHD pupils and their parents to their duties and teacher duties. Consequently, it may help the teachers to adopt new strategies or teaching styles that can help in decreasing their failure in schools and can also help in improving the relationship between school and home for ADHD pupils.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74467578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.11648/j.edu.20231202.12
C. Rodríguez Echenique
{"title":"What We Believe Is Imperative for Education in Latin America","authors":"C. Rodríguez Echenique","doi":"10.11648/j.edu.20231202.12","DOIUrl":"https://doi.org/10.11648/j.edu.20231202.12","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83470041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-07DOI: 10.1177/07398913231161096
Kevin E. Lawson
While the Church and the Christian Academy share a common mission, the relationship between the two has had challenges. This article, based on plenary sessions offered at the 2022 SPCE Conference in San Diego, CA, addresses three questions regarding why this relationship has suffered in recent years. The article closes with recommendations for ways schools can rebuild a healthy relationship with the church.
{"title":"The Academy and the Church: Rebuilding A Healthy Relationship","authors":"Kevin E. Lawson","doi":"10.1177/07398913231161096","DOIUrl":"https://doi.org/10.1177/07398913231161096","url":null,"abstract":"While the Church and the Christian Academy share a common mission, the relationship between the two has had challenges. This article, based on plenary sessions offered at the 2022 SPCE Conference in San Diego, CA, addresses three questions regarding why this relationship has suffered in recent years. The article closes with recommendations for ways schools can rebuild a healthy relationship with the church.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78010685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.11648/j.edu.20231202.11
Kottin Assogba Evariste
{"title":"Sightseeing the Outcome of Leadership’s Crucial Domains of Responsibility Concomitant to Beninese EFL Learners’ Performance","authors":"Kottin Assogba Evariste","doi":"10.11648/j.edu.20231202.11","DOIUrl":"https://doi.org/10.11648/j.edu.20231202.11","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85900270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.11648/j.edu.20231201.15
Anna Kranioti, G. Broni
: The purpose of this research is the identification of the Greek teachers’ opinions concerning the role of the schools’ principals in the implementation of the five dimensions of total quality management. For the measurement of the total quality management’s dimensions, SERVQUAL model was used. For the identification of the leadership styles followed, the Multifactor Leadership Questionnaire was used. The research sample consists of 217 teachers of Thessaloniki region in Greece, who are working to schools that operate in both public and private education. The questionnaire was online distributed and the convenience sampling, in combination with the avalanche method, were followed. The main results of the present research concern the positive correlation between all dimensions of total quality management with the transformational and transactional leadership style and their negative correlation with the laissez-faire leadership style. In addition, they relate to the identified statistically significant difference between the schools that operate on public and private sector, in the tangibles’ dimension, in which the public sector lags behind the private sector. Finally, in both the private and public sector schools in Greece, the most prevalent leadership styles are transformational and transactional, and the least prevalent is the laissez-faire leadership style, where no statistically significant differences were identified between the two sectors in terms of the leadership style that is followed.
{"title":"Teachers' Views on the Role of Leadership in the Implementation of Total Quality Management","authors":"Anna Kranioti, G. Broni","doi":"10.11648/j.edu.20231201.15","DOIUrl":"https://doi.org/10.11648/j.edu.20231201.15","url":null,"abstract":": The purpose of this research is the identification of the Greek teachers’ opinions concerning the role of the schools’ principals in the implementation of the five dimensions of total quality management. For the measurement of the total quality management’s dimensions, SERVQUAL model was used. For the identification of the leadership styles followed, the Multifactor Leadership Questionnaire was used. The research sample consists of 217 teachers of Thessaloniki region in Greece, who are working to schools that operate in both public and private education. The questionnaire was online distributed and the convenience sampling, in combination with the avalanche method, were followed. The main results of the present research concern the positive correlation between all dimensions of total quality management with the transformational and transactional leadership style and their negative correlation with the laissez-faire leadership style. In addition, they relate to the identified statistically significant difference between the schools that operate on public and private sector, in the tangibles’ dimension, in which the public sector lags behind the private sector. Finally, in both the private and public sector schools in Greece, the most prevalent leadership styles are transformational and transactional, and the least prevalent is the laissez-faire leadership style, where no statistically significant differences were identified between the two sectors in terms of the leadership style that is followed.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78417374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.11648/j.edu.20231201.16
Yueying Li
: In China, "Situation and Policy" is a public basic course, which is a compulsory ideological and political theory course for college students stipulated by the Ministry of Education, focusing on improving contemporary college students' political literacy and theoretical level. Based on the training objectives of colleges and universities, closely combined with the situation at home and abroad and the ideological reality of college students, the ideological and political education courses of the Party's line, principles and policies are relatively systematic for college students. By using empirical research methods, this study finds that the current situation and policy courses in colleges and universities are faced with difficulties in the selection of teaching content, lack of innovation in classroom teaching mode, low degree of integration between theory and practice, uncertain evaluation standards of teaching quality, the construction of teaching staff needs to be strengthened, and students' unsatisfactory performance in class. According to the current situation and policy teaching difficulties, we need to take corresponding countermeasures and suggestions, including enriching teaching content, innovating teaching mode, combining theory with practice, optimizing assessment methods, and strengthening the professional construction of teachers. So as to effectively improve the teaching effect of the course Situation and Policy.
{"title":"Difficulties and Solutions in the Teaching of \"Situation and Policy\" in Chinese Universities","authors":"Yueying Li","doi":"10.11648/j.edu.20231201.16","DOIUrl":"https://doi.org/10.11648/j.edu.20231201.16","url":null,"abstract":": In China, \"Situation and Policy\" is a public basic course, which is a compulsory ideological and political theory course for college students stipulated by the Ministry of Education, focusing on improving contemporary college students' political literacy and theoretical level. Based on the training objectives of colleges and universities, closely combined with the situation at home and abroad and the ideological reality of college students, the ideological and political education courses of the Party's line, principles and policies are relatively systematic for college students. By using empirical research methods, this study finds that the current situation and policy courses in colleges and universities are faced with difficulties in the selection of teaching content, lack of innovation in classroom teaching mode, low degree of integration between theory and practice, uncertain evaluation standards of teaching quality, the construction of teaching staff needs to be strengthened, and students' unsatisfactory performance in class. According to the current situation and policy teaching difficulties, we need to take corresponding countermeasures and suggestions, including enriching teaching content, innovating teaching mode, combining theory with practice, optimizing assessment methods, and strengthening the professional construction of teachers. So as to effectively improve the teaching effect of the course Situation and Policy.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79732179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/07398913231152506
L. Wilkerson
This is part 2 in a two-part article series. This article seeks to expand upon the Inquiry Design Method for Christian Education, IDMCE, by explaining how to implement IDMCE in the Christian education setting. The article also demonstrates how to utilize IDMCE as a template for creating research-based unit designs for curriculum in Christian education by providing an example of a complete unit. In this example, all seven steps of IDMCE are thoroughly explained.
{"title":"Curriculum Reform for Christian Education (Part 2): Designing and Implementing an Inquiry Design Method (IDMCE)","authors":"L. Wilkerson","doi":"10.1177/07398913231152506","DOIUrl":"https://doi.org/10.1177/07398913231152506","url":null,"abstract":"This is part 2 in a two-part article series. This article seeks to expand upon the Inquiry Design Method for Christian Education, IDMCE, by explaining how to implement IDMCE in the Christian education setting. The article also demonstrates how to utilize IDMCE as a template for creating research-based unit designs for curriculum in Christian education by providing an example of a complete unit. In this example, all seven steps of IDMCE are thoroughly explained.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75245248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.11648/j.edu.20231201.14
Ling-Hui Chen, Jianguang Yao
: In addition to receiving a series of education implemented by training institutions according to the training plan, the Hua people students' Chinese knowledge education should also provide the conditions and convenience for students to choose Chinese culture and art courses according to their personal interests. On the one hand, these contents are often of real interest to students, who have a strong desire to learn. However, these courses are either not included in the curriculum system or are part of the curriculum system, the teaching objectives are not necessarily consistent with students' learning motivation. Therefore, it is an important supplement to the curriculum system. On the other hand, this way is an important way for Hua people students to deeply contact with Chinese society and truly understand China. The perception they get from these ways can achieve such an effect that any other education can hardly have. China's interest education needs to mobilize the most extensive non-governmental education resources, adopting the market operation mode with interest education enterprises as the main body. This model is just what Hua people students need when choosing their own courses according to their interests. Therefore, this part of Hua people students ' education needs to be completely combined with this part of Chinese interest education and share its resources. To this end, we need to properly address the two core issues of teachers and funding. To realize the seamless connection between normal universities and interest education enterprises is the fundamental way to solve the problem of insufficient teachers for Hua people students' interest education. According to our national conditions, the funding problem can be solved through the three approaches of national assistance, self-commitment and reducing the burden of education enterprises.
{"title":"A Resource Sharing Design Model for Hua People Students' China Knowledge Education and Chinese Interest Education","authors":"Ling-Hui Chen, Jianguang Yao","doi":"10.11648/j.edu.20231201.14","DOIUrl":"https://doi.org/10.11648/j.edu.20231201.14","url":null,"abstract":": In addition to receiving a series of education implemented by training institutions according to the training plan, the Hua people students' Chinese knowledge education should also provide the conditions and convenience for students to choose Chinese culture and art courses according to their personal interests. On the one hand, these contents are often of real interest to students, who have a strong desire to learn. However, these courses are either not included in the curriculum system or are part of the curriculum system, the teaching objectives are not necessarily consistent with students' learning motivation. Therefore, it is an important supplement to the curriculum system. On the other hand, this way is an important way for Hua people students to deeply contact with Chinese society and truly understand China. The perception they get from these ways can achieve such an effect that any other education can hardly have. China's interest education needs to mobilize the most extensive non-governmental education resources, adopting the market operation mode with interest education enterprises as the main body. This model is just what Hua people students need when choosing their own courses according to their interests. Therefore, this part of Hua people students ' education needs to be completely combined with this part of Chinese interest education and share its resources. To this end, we need to properly address the two core issues of teachers and funding. To realize the seamless connection between normal universities and interest education enterprises is the fundamental way to solve the problem of insufficient teachers for Hua people students' interest education. According to our national conditions, the funding problem can be solved through the three approaches of national assistance, self-commitment and reducing the burden of education enterprises.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88219486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.11648/j.edu.20231201.13
Tian Juan
: In the environment of intelligent education, the construction of teaching innovation team should be taken as an important means to conform to the new trend of information innovation development and education innovation development. The connotation and characteristics of smart education determine the necessity of teaching innovation team construction. The content of teaching innovation team construction in the intelligent education environment should include the dynamic development of intelligent teaching resources, the teaching organization of ubiquitous learning, the design and management of multi-dimensional interaction, the intelligent evaluation of data analysis, and the intelligent cultivation of information teaching literacy. In order to adapt to the development of smart education, teaching innovation groups must clarify the construction goals, and its members must have advanced educational concepts and full teaching enthusiasm. Optimize the personnel structure of teaching innovation teams in multiple ways from professional knowledge, teaching philosophy to information technology. Constantly innovate and improve the training system on the basis of members’ independent learning to support their sustainable and effective development. Carry out team introspection through network collaborative class case study and various information technology means are used to realize the exchange of teaching ideas in the environment of intelligent education. Set up reasonable and effective incentive mechanisms to fully stimulate the enthusiasm of teachers teaching innovation team construction to promote the cultivation of high-quality innovative talents.
{"title":"Research on the Strategy of Teaching Innovation Team Construction Under Smart Education","authors":"Tian Juan","doi":"10.11648/j.edu.20231201.13","DOIUrl":"https://doi.org/10.11648/j.edu.20231201.13","url":null,"abstract":": In the environment of intelligent education, the construction of teaching innovation team should be taken as an important means to conform to the new trend of information innovation development and education innovation development. The connotation and characteristics of smart education determine the necessity of teaching innovation team construction. The content of teaching innovation team construction in the intelligent education environment should include the dynamic development of intelligent teaching resources, the teaching organization of ubiquitous learning, the design and management of multi-dimensional interaction, the intelligent evaluation of data analysis, and the intelligent cultivation of information teaching literacy. In order to adapt to the development of smart education, teaching innovation groups must clarify the construction goals, and its members must have advanced educational concepts and full teaching enthusiasm. Optimize the personnel structure of teaching innovation teams in multiple ways from professional knowledge, teaching philosophy to information technology. Constantly innovate and improve the training system on the basis of members’ independent learning to support their sustainable and effective development. Carry out team introspection through network collaborative class case study and various information technology means are used to realize the exchange of teaching ideas in the environment of intelligent education. Set up reasonable and effective incentive mechanisms to fully stimulate the enthusiasm of teachers teaching innovation team construction to promote the cultivation of high-quality innovative talents.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81954981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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