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The “flipped classroom” teaching paradigm not only follows the cognitive rules of the learners, but it also subverts and reverses the standard classroom teaching process. Problem-oriented, teacher-led, student-centered, and mixed teaching approaches are the key teaching methods in the flipped classroom teaching model, which focuses on students’ pro...
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In the 6G network environment, the flipped classroom teaching mode has broader prospective applications for improving the drawbacks of traditional classroom teaching methods. This study aims to explore the advantages of the flipped classroom teaching mode in the 6G network environment and provide feasible teaching strategies and guidance for Englis...
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... The current situation of professional English teaching in higher education gives us at least the following messages: the factors affecting the quality of professional English teaching need to be reasonably defined. Otherwise, it is impossible to choose the optimal faculty allocation; there is a certain relationship between the professional English teaching mode and students' satisfaction, and teachers of professional English teaching must innovate the teaching mode to improve students' satisfaction [9]. ...
With the acceleration of globalization, the teaching quality of English, as an important tool for international communication, is getting more and more attention. In order to explore ways to improve the quality of English classroom teaching, this paper combines the characteristics of English classroom teaching in colleges and universities. It summarizes the structure of STEP influencing elements of English classroom teaching quality in colleges and universities based on teaching objectives and resource constraints. Then, taking X school as an example, the influence dimension structure of English classroom teaching quality in colleges and universities was mathematically analyzed and empirically examined using normality test, factor analysis, and least squares structural equation modeling (PLS-SEM). The results of the study show that the standardized path coefficients of teaching atmosphere and process on students’ competence and students’ competence on the quality of teaching in English classroom are 0.985 and 0.818, respectively, which passed the test of significance at the level of 1%. The post-standardized path coefficients of teaching atmosphere and process on students’ ability, students’ ability on teachers’ ability, and teachers’ ability on the quality of teaching in English classroom are 0.222, 0.674, and 0.073, respectively, and all of them passed the significance test on level 5%. Teaching English in classrooms in colleges and universities involves the interaction between teachers’ and students’ behaviors, as well as the integration of teaching and learning resources. The improvement of the quality of English classroom teaching in colleges and universities should pay more attention to the management and control of the process of how to realize the integration of teaching resources on the basis of students’ ability and teachers’ abilities.
... How teachers provide guidance in the problem-solving process is crucial to the process (Fischer et al., 2003) which is dynamic and takes a long period of time (Reimann, 2009). However, researchers have paid more attention to investigating how problem-oriented instruction engages students in learning (Alimoglu et al., 2014;Hu et al., 2018;Liu, 2021), while focusing less on the sequences of teacher guidance. Analyzing and generating teaching behavioral patterns could help to better understand how teachers guide students in the process. ...
... Existing research has paid more attention to the influence of problem-oriented instruction on students' performance than to exploring its design. Researchers have adopted qualitative methods to investigate how problem-oriented instruction engages students in learning (Alimoglu et al., 2014;Hu et al., 2018;Liu, 2021). For example, Alimoglu et al. (2014) identified and examined an effective pedagogy for active inclass student engagement. ...
... For example, Alimoglu et al. (2014) identified and examined an effective pedagogy for active inclass student engagement. Liu (2021) developed an improved neural network strategy to identify the type of students' faces and behaviors. Differing from qualitative methods, quantitative methods objectively reveal teaching behavioral characteristics, and provide vital statistical data for understanding and optimizing classroom teaching (Kucuk & Sisman, 2017). ...
Robotics education is valuable for developing students’ 21st century competencies. It is of significant importance for teachers and researchers to explore its effective pedagogies. Robotics learning is interdisciplinary, and the most effective pedagogy is problem-oriented instruction. This type of instruction requires students to independently identify heuristic problems which can be categorized into four types: paradox, critical reflection, anomaly, and practice problems. School students are too young to develop sophisticated self-regulated learning, thus requiring guidance from teachers. However, how teachers can best guide students to solve these four types of problems remains unclear. Accordingly, this study aimed to investigate teaching behavioral patterns in the instruction of a robotics course. The participants were 30 seventh-grade students and a teacher. We proposed a Teaching Behavior Coding Scheme and used Lag Sequential Analysis to analyze the course videos to identify various major teaching behaviors and their sequences in the heuristic problems. The results showed that the behaviors included indirect influence, direct influence and wait time. Indirect influence occurred more often than direct influence, and it is argued that enough wait time should be provided in the instruction. Moreover, the results further suggest that paradox is missing from this instruction. The teaching behavior patterns for the three types of problems are discussed. The findings propose a new method to analyze teaching behavior patterns, and also recommend how teachers can support students learning in interdisciplinary robotics courses. The results contribute to the literature by designing the Teaching Behavior Coding Scheme and confirming its use in a robotics course.
... Student evaluation can be conducted through anonymous questionnaires or group discussions to understand students' evaluations of teacher teaching ability, attitude, and effectiveness. Teacher self-evaluation is conducted through regular teaching reflection and improvement plans, with the ultimate goal of optimizing teaching quality [14][15][16][17]. In the college English teaching system, the application of assessment methods in practical teaching reforms requires teachers to establish a multidimensional evaluation system, comprehensively understanding the performance of students and teachers from different perspectives, and providing reference for optimizing teaching effectiveness. ...
The development of contemporary college English teaching methods and practice should respect the subjective will of college students; fully tap their wisdom and potential; constantly innovate college English teaching methods, teaching practice activities, classroom teaching, and teaching evaluation models; create a good teaching atmosphere; and establish the concept of developmental evaluation. Through the innovation of teaching methods, college students’ actual language communication ability is cultivated, the teaching objectives and teaching methods of college English reading are innovated, and interactive, body language, role play, situational teaching, communicative teaching, and other teaching methods are used. The College English teaching quality evaluation is a classical multiple attribute decision making (MADM). In this article, the triangular Pythagorean fuzzy sets (TPFSs) are introduced, and the MADM problem is investigated under TPFSs. Based on the traditional dual generalized weighted Bonferroni mean operator and power average operator, the triangular Pythagorean fuzzy dual generalized power Bonferroni mean (TPFDGPBM) operator is proposed. Accordingly, the TPFDGPBM operator is employed to construct the triangular Pythagorean fuzzy MADM method. Finally, a numerical example for College English teaching quality evaluation is constructed to verify the TPFDGPBM technique.
... The article mentions a variety of methods and strategies, including focusing on classroom interaction, encouraging students' independent learning, and innovative assessment methods, to promote students' learning and improve their language proficiency. The literature [16] investigated the use of convolutional neural networkassisted strategies to improve the quality of teaching English flipped classrooms in college. The authors analyzed and assessed students' visual behaviors and feedback data while watching videos to help teachers understand students' learning and grasp the effectiveness of teaching. ...
This paper proposes a personalized teaching method based on knowledge mapping and the commonly used personalized learning methods. A web crawler is used to crawl English exercises data on the Internet and classify them according to the knowledge categories, establish the connection between topics according to their cosine similarity, and build an English knowledge graph using NEO4J. After creating the knowledge map, a select few nodes are categorized with labels that reflect the characteristics of various pupils, and the node categories are divided into two categories: mastered and unmastered, after which the whole knowledge map is labeled using a graph convolutional neural network to generate a personalized knowledge map. After testing, the model works best when the threshold value is increased to 0.8 when generating the English knowledge map. And the overall English score of the experimental class taught with this paper’s method improved by 5.27 points, among which the average scores of completion, writing, and reading increased by 2.58, 1.32, and 1.17 points, while the overall English level of the control class did not change significantly. As a result, the approach used in this research to create tailored learning routes based on personalized knowledge mapping has excellent applicability.
In college education, English is a required course for every college student, and undergraduate colleges have certain requirements for college English proficiency. At the same time, English is directly related to its learning, so improving the quality of college English teaching (CET) is very important. Teaching quality is a key indicator for measuring the effectiveness of English teaching. Learning quality evaluation is a very complex process that involves many factors, such as evaluation indicators, evaluation methods, etc. Therefore, establishing an objective and scientific English quality evaluation system is a challenging issue. The CET quality evaluation is a MAGDM. Then, the TODIM and VIKOR was used to set up MAGDM. The interval-valued intuitionistic fuzzy sets (IVIFSs) are employed as a tool for depicting uncertain information during the CET quality evaluation. In this study, the entropy and score values are employed to establish the objective weights. Then, an integrated interval-valued intuitionistic fuzzy TODIM-VIKOR (IVIF-TODIM-VIKOR) is developed to cope with the MAGDM problem. An illustrative example for CET quality evaluation and some comparative analysis are developed to demonstrate the validity and reliability of IVIF-TODIM-VIKOR method.
The so-called “college English” teaching quality evaluation is to provide a basic, comprehensive, and realistic evaluation of the relevant aspects and management of teaching implementation on the basis of following the general laws of higher education; It is a comprehensive inspection of “College English” teaching and an important means of quality monitoring and policy adjustment for “College English”. As mentioned earlier, teaching evaluation is a comprehensive evaluation of teaching. Therefore, our evaluation of the quality of university public education is actually an examination of our specific measures in evaluating teaching, teaching methods and methods, teaching literature, and other aspects. The college public English teaching quality evaluation is a classical multiple attribute decision making (MADM). In this paper, we define the triangular Pythagorean fuzzy sets (TPFSs) and investigate the MADM problems under TPFSs. Based on the traditional dual generalized weighted Bonferroni mean (DGWBM) operator and dual generalized weighted geometric Bonferroni mean (DGWGBM) operator, some triangular Pythagorean fuzzy operators are proposed: triangular Pythagorean fuzzy DGWBM (TPFDGWBM) operator and triangular Pythagorean fuzzy DGWGBM (TPFDGWGBM) operator. Accordingly, we have took advantage of these operators to develop some approaches to work out the triangular Pythagorean fuzzy MADM. Ultimately, a practical example for college public English teaching quality evaluation is took advantage of to validate the developed approach, and an influence analysis of the parameter on the final results is been presented to attest its availability and validity.
Classroom teaching is an important link related to the quality of teaching and talent cultivation. In the implementation of classroom teaching, we should fully attach importance to the main position of students, the role of educational technology and information technology in teaching activities, make use of the latest educational ideas and educational concepts, and combine the actual situation of college English teaching and college English teaching in China, and attach importance to foreign language teaching theories and practices at home and abroad, Establish monitoring indicators and monitoring system for college English teaching quality. Under the guidance of effective monitoring indicators, teachers’ teaching concepts can be updated and improved in real time to achieve better teaching results. At the same time, the quality assurance and monitoring system of college English teaching can be continuously improved to make it more perfect. The English classroom teaching quality evaluation could be deemed as a classic multiple attribute group decision making (MAGDM) problem. Spherical fuzzy sets (SFSs) can excavate the uncertainty and fuzziness in MAGDM more effectively and deeply. This article we first present a novel score function to compare spherical fuzzy numbers (SFNs) more directly and efficiently. Then, on basis of evaluation based on distance from average solution (EDAS), a novel spherical fuzzy EDAS (SF-EDAS) method is built for dealing with MAGDM. Moreover, when the attribute weights are completely unknown, the MEthod based on the Removal Effects of Criteria (MEREC) is extended to spherical fuzzy environment (SFE) to reasonably acquire the attribute weights. Finally, SF-EDAS approach is used for English classroom teaching quality evaluation to prove practicability of the developed method and compare SF-EDAS method with existing methods to further demonstrate its legitimacy and superiority.
With the globalization of the world’s economy, culture, science and technology, and the increasing frequency of international cooperation and exchanges, English will play an increasingly important role. For non-English majors in Chinese colleges and universities, college English is a public compulsory basic course, which plays a very important role in expanding students’ knowledge, improving foreign language cultural literacy and comprehensive language use ability. An important part of college English classroom teaching is teaching evaluation, which not only helps teachers obtain teaching feedback information, improve teaching management, and ensure teaching quality, but also effectively helps students adjust learning strategies, improve learning methods, and improve learning efficiency. The English classroom teaching quality evaluation could be deemed as a classic multiple attribute group decision making (MAGDM) problem. In this paper, as a useful outranking approach, the extended QUALIFLEX method is utilized to address some MAGDM issues by using picture 2-tuple linguistic sets (P2TLSs). In addition, integrating the QUALIFLEX method with P2TLSs, the extended QUALIFLEX method with P2TLNs is constructed and all calculating procedures are simply depicted. Eventually, an empirical application of English classroom teaching quality evaluation has been offered to demonstrate this novel method.
The huge demand for translation talents has prompted the universities to focus on improving the quality of translation teaching. As a necessary means to improve teaching quality, translation teaching quality (TTQ) evaluation plays a role in guiding, regulating and managing translation teaching, and is an important part of translation teaching. The TTQ evaluation of college English is affirmed as multi-criteria group decision-making (MCGDM). The purpose of this article is to proposed a new improved grey relation analysis (GRA) method based on cumulative prospect theory (CPT-GRA) to solve the MCGDM under IVNSs. At the end of this paper, an example for TTQ evaluation of college English is illustrated through the built method and the comparison of this new method with other proposed IVNSs methods demonstrates the availability and difference of this method.
