Construction and Implementation Path of CiteSpace-Enabled Research-Based Teaching Model from the Perspective of Cognitive Tools

Taking the advanced, innovative, and challenging characteristics and requirements of first-class courses fully into consideration, the author takes Beihang University electromagnetics course construction as an example. After nearly four years of teaching practice for students with strong foundation in applied physics and top physics students, the author puts forward and implements a problem-driven analogy, interactive and research-based teaching model. The teaching quality, students' comprehensive quality, and innovation ability of electromagnetics courses have been continuously improved.

Building an intelligent English grading teaching model helps to improve English teaching and students’ English performance in colleges and universities. In this paper, the PLS-ELM model is constructed from partial least squares as the base algorithm, the concept of an extreme learning machine is introduced, and the principal component score of the PLS algorithm is used to the number of neuron nodes of ELM, and then the adjustment of weights is realized. The principal components of PLS were used to analyze the selection of independent variables for the English-graded teaching model. The effectiveness of the English-graded teaching model was verified by comparing students’ satisfaction with teaching evaluation and performance after teaching implementation. Regarding student satisfaction, the percentages of those evaluated as very satisfied, generally satisfied, and dissatisfied were 53.71%, 32.86%, and 13.43%, respectively. Regarding students’ performance, the average score of students in the experimental group was 88.6, 14.62% higher than the English performance of the control group. This shows that the English grading teaching mode can improve students’ English learning performance, enhancing students’ own quality and professional ability, improving university English teaching, and cultivating students’ English application ability.

The development of multimedia technology provides a new path for college English listening and speaking classroom teaching. A multimedia-driven classroom teaching model for university English listening and speaking is described, and the practical application of the model is described in university English listening and speaking classrooms. Based on the field questionnaire survey and the principle of constructing evaluation indexes, 12 indicators for evaluating the quality of university English flipped teaching were selected, and the construction of the English teaching quality evaluation model based on ISSA-DRNN was realized. Synthesize the research data to evaluate the university’s English listening and speaking teaching model that integrates a flipped classroom. After a one-year experimental cycle, the overall English knowledge ability of the experimental group and the control group demonstrates a significant difference, P<0.05, indicating that the practical application of the teaching model in this paper is excellent. The evaluation model’s result interval for assessing the quality of university English teaching integrating flipped classroom is 3~4.5, and the error with the real value is less than 0.5%, which not only confirms the efficacy of the evaluation model, but also indicates that the teaching quality of the university is in a good state.

The outbreak of the COVID-19 epidemic has promoted the development of online teaching and research for primary and secondary school teachers, and has forced them to improve their informatized teaching abilities rapidly. This research is guided by the basic principles of online teaching and learning, integrated into the "Internet +" thinking, and adopts literature research and theoretical deduction to determine self-organized teaching and research steps, which includes "Clear needs and starting evolution-Spontaneous learning, triggering ups and downs- Interactive communication and cause mutations- Generating results and triggering transitions-Migration practices, gathering and bifurcating". This research gives full play to the supporting role of MOOC (Massive Open Online Course) platforms, resources and tools. Finally, the MOOC-based self-organized teaching and research model for primary and secondary school teachers is constructed. On this basis, this research relies on the "Smart Classroom Teaching" on the Chinese University MOOCs Platform, and the quasiexperimental research method is used to carry out the practical application of the self-organized teaching and research model. Effect analysis shows that this model can improve the teaching and research performance of primary and secondary school teachers in a short period, prompting teachers to achieve a deep understanding of smart classroom teaching, and effectively solve real-world education and teaching problems.

For the existed problems of simple teaching contents and decentralized teaching resources in human morphology teaching, a new model of human morphology experimental teaching is developed, in which the laboratories of human anatomy, embryology, and pathology are integrated into one.After three years of practice, great achievements have been gained. Key words: Human morphology; Experimental teaching; Teaching model; Vocational education

The relevance of the research topic is due to the possibilities of online learning in an uncertain critical situation. New life conditions made us see a model of teaching Russian as a foreign language in a different perspective: there came changes not only in number and quality of the material being learned, but also the form of communication of active subjects of educational process, teaching strategy itself. The purpose of the article is to present a theoretical analysis of the features of online teaching Russian as a foreign language in a forced situation of general technologization of the learning process in Russian universities. On the one hand, modern information and communication technologies open up wide opportunities for choosing a learning model depending on the goals of teaching Russian as a foreign language, and on the other, they create negative stereotypes in the organization of educational process. To achieve this goal, combinations of research methods were chosen: a) methods used at the empirical level - analysis of scientific literature, scientific observation and generalization of pedagogical experience; b) methods used at the theoretical level - abstracting, analysis and synthesis, deduction and induction. The research material includes the theoretical works of linguists, methodologists, practicing teachers, as well as real online education. In the course of the study, the theory and practice of online teaching Russian as a foreign language were analyzed, the requirements for effective online learning were determined; the specific tasks in online education that teachers of Russian as a foreign language face were revealed. The authors conclude that effective online learning requires: 1) understanding its distinctive features; knowing which information and communication technologies are suitable for the solution of particular didactic tasks - the content of the educational material, principles, methods and strategies of teaching depend on this; 2) taking into account the specifics of the subject - Russian as a foreign language, its difficulties, didactic tasks that need to be solved in the learning process. The article shows that the construction of an effective model of online teaching of RFL is possible in accordance with the modern scientific recommendations of methodologists, linguists, psychologists, specialists in the field of using computer technologies in teaching foreign languages. Online learning forms a variable (flexible) model of teaching Russian as a foreign language in constantly changing living conditions, in the conditions of shock learning. The prospects for creating effective online teaching of Russian as a foreign language and using all the didactic possibilities of information and communication technologies are outlined.

Presently, a variety of policies and measures has implemented to enhance the scientific research and innovation ability of medical students, but in the process of practice, there are many problems, such as they lack of independent topic selection ability, weak scientific research skills, lack of autonomous learning ability, the research results are simple and ineffective, limited teacher guidance time and so on. This paper attempted to build an effective model for the promotion of medical students' scientific research and innovation ability, in order to establish an efficacy evaluation model of the "Medical students' Innovative Scientific Research Program." Undergraduates, graduate assistants, and tutors were interviewed with the Behavioral Event Interview technique, and a questionnaire of efficacy evaluation characteristics concluded from the interviews was formed. The questionnaire was conducted on medical students in the Medical students' Innovative Scientific Research Program, and the constructed model was analyzed using reliability analysis, validity analysis, and variation analysis. At the same time, the experimental teaching models are summarized and combed, and compared with other methods such as independent sample test. The results show the model could effectively evaluate the efficacy of the Medical students' Innovative Scientific Research Program and its teaching model is effective in cultivating medical students' learning and scientific research ability. It can provide theoretical support and practical reference for the evaluation and reform of the teaching modes related to the cultivation of scientific and innovative ability of medical students.

Under the background of deepening reform in contemporary higher education, the concept of sports-education integration emphasizes the organic integration of sports and education to promote students' all-round development. As a sports activity that combines fitness, artistry, and expressiveness, the aerobics course in higher education institutions urgently requires innovation in its teaching model to adapt to students' diverse learning needs. Based on the core concept of sports-education integration, this study systematically constructs a stratified teaching model for the aerobics course in higher education institutions by establishing students' ability dimensions and hierarchy division standards, designing hierarchical course objectives and teaching content, and building matching teaching methods and evaluation systems. Empirical research shows that the stratified teaching model can effectively enhance students' skill levels, cognitive abilities, and comprehensive qualities, while providing theoretical support and practical pathways for the reform of physical education courses in higher education institutions.

In the mobile new media environment, the vocational education and teaching environment is constantly changing, which has had multiple effects on the teaching model. In order to make the teaching of “NC Machine Tool Programming and Operation” more efficient, it is recommended to take the action-oriented guidance and use mobile new media technology to build a smart teaching mode of “NC Machine Tool Programming and Operation” course. This can achieve effective docking and efficient linkage between teaching and learning. The way of constructing the wisdom teaching mode of the course of “NC Machine Tool Programming and Operation” under the mobile new media environment is to optimize the course standards with the guidance of behavior, create a theme learning situation, and systematically design the course teaching structure.

In new media era, the network coverage is wider, application of mobile terminals is more convenient, speed of information dissemination is fully accelerated, scope of dissemination is wider and people's access to information is more diversified. Therefore, the current media has become an indispensable part of human’s lives such as changing the way human live, work, learn and communicate daily. In this context, it is compulsory to improve the traditional teaching methods in order to keep in pace with the fast development and promote art education through the combination of technology and art. This paper analyses the current situation of digital media art teaching and the construction path of teaching model in the new media era.
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Under the international background of economic globalization and cultural diversity, it is an important task for current higher education to cultivate international talents with intercultural competence. In the field of foreign language teaching, more and more scholars pay attention to the integration of English education and intercultural education in English curriculum system, but there are relatively insufficient researches that can provide practical and operable guidance for front-line teachers to implement intercultural education. Nowadays blended teaching is recognized as an effective teaching model. This study intends to construct a blended teaching model which can integrate intercultural competence training into English courses, so as to help front-line teachers know how to carry out intercultural teaching design and implementation with the ultimate goal of improving college students’ foreign language ability and intercultural competence together.

This paper takes the Metallurgical Transmission Principle course of metallurgical engineering major as an example, transforming the idea of education from over-division of knowledge and lack of connection to emphasis of integrity of knowledge and ability to use knowledge to solve practical problems. It focuses on the implementation of classroom teaching reform, and reconstructs the course content system. It realizes the innovation of teaching theory and teaching link, and improves the teaching level of teachers, comprehensively improving the quality of education. It aims to cultivate outstanding innovative engineering and technical talents, and has explored an integral knowledge training model of college students' innovative practice ability with the core of innovative ability training.

The purpose of this study is to examine the design and implementation process of Project-Based Cooperative Learning (PBCL) teaching models. The research initially introduces the theoretical framework, encompassing cooperative learning theory, project-based learning theory, and the theory of PBCL. Subsequent sections elaborate on the construction of the PBCL teaching model, focusing on the design of teaching objectives, integrating cooperative and project-based learning, the provisioning of learning resources and support, and the establishment of evaluation and feedback mechanisms. Building upon this foundation, the study delineates the steps to implement PBCL teaching methods, including pre-class preparations, project initiation, collaborative learning and project implementation, project summarization and evaluation, and post-class extension. Finally, the study analyzes the strengths and limitations of this teaching approach. The strengths include deep learning experiences, enhanced collaborative abilities, and the cultivation of critical thinking skills. However, limitations are evident in the greater practical input and resource demands, inadequacies in the capabilities of some students, and deficiencies in assessment effectiveness.

This study aimed to identify the specific needs of students in e-commerce courses in vocational colleges, focusing on digital marketing competencies, team spirit, learning methods, and course content to support curriculum development and the construction of innovative teaching models. The researcher of this study conducted a needs assessment survey with a sample size of 400 current vocational students. The collected data were analyzed using descriptive statistics to determine the means of 12 items. The results showed that the mean value of items ranged from 3.44 to 4.29, and all items reached at least the need level. Furthermore, respondents perceived a strong need to enhance digital marketing competencies and adopt new learning methods in e-commerce courses. Respondents also showed a need to integrate project-based learning and blended learning compared to other learning methods. A comprehensive student needs assessment analysis towards e-commerce courses has been provided in this study; it could serve as basic information for educators to develop a better teaching model and curriculum in the field of e-commerce education in vocational colleges.

The most significant constructs of ESL pronunciation models are accentedness , intelligibility , and comprehensibility (Derwing & Munro 2005; Jenkins, 2000; Pickering, 2006). It is clear though that the assessment of these characteristics shows no consideration for the potential affection of the assessor towards the speaker. Thus, the study presented here proposes a notion named “likeability” (L) to examine whether the ratings of listeners are determined in part by the esteem in which they hold the speaker. A questionnaire compiled by Murphy (2014) was given to 11 US and 11 ELLs. Participants were provided with three YouTube links of interviews of Nelson Mandela, a former President of South Africa, Ban Ki-Moon, the current Secretary-General of the United Nations, and Bandar Bin Sultan, the former Saudi ambassador to the United States. The first hypothesis of the study is that the American raters would be harsher in their judgments of Ban Ki-moon and Bin Sultan due to the political conflict and the dramatic events that have been associated with them in the past but this would not be the case with Mandela who has many ardent admirers in the U.S.A. The second hypothesis is that the participants among the international group who share the language background of the speaker would rate that speaker more highly than the others. Unexpectedly, however, both US and ELL listeners rated Mandela the lowest in terms of comprehensibility and Bin Sultan the most comprehensible. All the participants in the international group provided similar ratings regardless of whether they share the language background of the speaker or not. The paper concludes with a suggestion for more thorough investigation of the concept of likeability in selecting ESL speech models, particularly with assigning speakers with different professional fields, ethnicity, and language background. This investigation is crucial in finding the most suitable models for pronunciation teaching.