| Peer-Reviewed

Design and Empirical Evidence of Teaching Resource Allocation Model and Reform Path

Received: 9 July 2022     Accepted: 3 August 2022     Published: 29 August 2022
Views:       Downloads:
Abstract

With the popularization of higher education, teaching quality has become an urgent problem to be solved. Aiming at the three difficulties faced by China's higher education at present: students' learning time after class is generally insufficient, about one-third of teachers still use the "monophonic broadcast" teaching method, and about two-thirds of teachers' teaching is not integrated enough with industrial practice, this paper puts forward an analytical model for the rational allocation of teaching resources in the direction of "textbook centered, teacher-centered and classroom-centered" and the other direction that "student-centered, student-learning-centered and learning-effect-centered", and points out that the main reason for the above three difficulties is the unreasonable allocation of teaching resources. In order to gradually realize the rational allocation of teaching resources, the author designed a gradual supporting reform path: that is, to improve the incentives for educational innovation, to allocate newly increased teaching and innovation resources in the direction of "learning effect as the center", to stabilize the traditional teacher group in the process of reform, to realize the continuous growth of the demand and output of teaching innovation through reform, and use the effective re-allocation of resources to guide and help teachers and students to migrate to the direction of "learning effect as the center". The above-mentioned supporting reforms have been implemented in Gengdan Institute, and good results have been achieved.

Published in International Journal of Education, Culture and Society (Volume 7, Issue 4)
DOI 10.11648/j.ijecs.20220704.17
Page(s) 220-226
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Resource Allocation, Path Design, Reform in Education, Student-Centeredness

References
[1] Ding, X. L. (2020). Research on the New Model of Growth Motivation in Higher Education [J]. University, (35): 5-11.
[2] Sun Y. H. (2022). Higher Education: From Mass to Universal (China Education • This Decade 2) [N]. Guangming.com, 2022-05-30. https://m.gmw.cn/baijia/2022-05/30/35773379.html
[3] Cheng M. J. & Zhao B. Y. (2022). Tsinghua University Xie Weihe: China's Higher Education Has Changed from Mass to Universal [N]. Beijing Business Daily, 2022-05-17. https://baijiahao.baidu.com/s?id=1733047010371247774&wfr=spider&for=pc
[4] Ding, X. L. (1998). The Economic Analysis on Reform of Chinese Science and Technology System. Beijing: Science Press, 93-95, 143-144.
[5] DING X. L. (1998). The Laws That Should be Followed in the Transition of Science and Technology System and Its Supporting Reform Model [J]. Studies in International Technology and Economy, 1 (2): 1-8.
[6] Zhang W. (2002). "New Economy" and Research on the Adjustment of China's Investment Industry Structure. Full-text Database of Chinese Excellent Ph.D. and Master's Dissertations (Ph.D.).
[7] Ding J. (2004). Technological Leap: An Analysis Based on Technological Progress and Institutional Change. Full-text Database of Chinese Excellent Ph.D. and Master's Dissertations (PhD.).
[8] Zhou, R. R., & Rui, H. Y. (2020). "Student-Centered" University Classroom Teaching Design [J]. Education Modernization, 7 (16): 130-132.
[9] Zhao, J. M. (2016). On the New Three-centered Theory: Concepts & History: One of the Researches on the Reform of American SC Undergraduate Teaching [J]. Research in Higher Education of Engineering, (3): 35-56.
[10] Xie N. J. (2021). Innovation in the Classroom Teaching Mode of Design History Based on the Concept of "Student-Centered" [J]. Art and Literature for the Masses, (11): 206-207.
[11] Luo C. Y., Chen W. X., Yang J. J., & Fu Y. Q. (2021). Exploration on the Blended Teaching Mode of "Polymer Physics" Course [J]. Guangdong Chemical Industry, (21): 180-181.
[12] Shen B. (2015). Exploring Student-Centered Oral English Teaching Design ─ A Case Study of English Training Course for English Teachers in Fujian Medical University [J]. Journal of Kaifeng Institute of Education, (4): 65-66.
[13] Xue H. N., Lu Y., & Yin S. M. (2021). Research on the Design of "Student-Centered" Smart Classroom Teaching Activities of "Planning" in Universities [J]. Modern Business Trade Industry, 42 (4): 136-137.
[14] Ji B., Liu M., Guo J., & Chen L. (2019). The American Enlightenment of General Education from the Perspective of "Student-Centered": Five First-Class Universities in the United States [J]. Jiangsu Higher Education, (11): 51-57.
[15] Ding, X. L., & Yong, J. H. (2017). Multiple Choice and Comprehensive Training: A Practical Exploration of the Combined Credit System [J]. University Academic, (3): 40-47.
[16] Ding, X. L., Zhao, J. X., & Li, J. Z. (2018). Establishing a Closed-loop and Multivariate Teaching Quality Monitoring and Evaluation System -- Taking Gengdan Institute of Beijing University of Technology as an Example [J]. University Academic, (5): 15-21.
[17] Lv W. W., Li Q., Li J. Z., & Ding X. L. (2019). Independent College's Teaching Quality Control and Innovation Based on Combined Credit System -- Taking Gengdan Institute of Beijing University of Technology as an Example [J], University Academic, (7): 56-62.
Cite This Article
  • APA Style

    Xiaoliang Ding. (2022). Design and Empirical Evidence of Teaching Resource Allocation Model and Reform Path. International Journal of Education, Culture and Society, 7(4), 220-226. https://doi.org/10.11648/j.ijecs.20220704.17

    Copy | Download

    ACS Style

    Xiaoliang Ding. Design and Empirical Evidence of Teaching Resource Allocation Model and Reform Path. Int. J. Educ. Cult. Soc. 2022, 7(4), 220-226. doi: 10.11648/j.ijecs.20220704.17

    Copy | Download

    AMA Style

    Xiaoliang Ding. Design and Empirical Evidence of Teaching Resource Allocation Model and Reform Path. Int J Educ Cult Soc. 2022;7(4):220-226. doi: 10.11648/j.ijecs.20220704.17

    Copy | Download

  • @article{10.11648/j.ijecs.20220704.17,
      author = {Xiaoliang Ding},
      title = {Design and Empirical Evidence of Teaching Resource Allocation Model and Reform Path},
      journal = {International Journal of Education, Culture and Society},
      volume = {7},
      number = {4},
      pages = {220-226},
      doi = {10.11648/j.ijecs.20220704.17},
      url = {https://doi.org/10.11648/j.ijecs.20220704.17},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20220704.17},
      abstract = {With the popularization of higher education, teaching quality has become an urgent problem to be solved. Aiming at the three difficulties faced by China's higher education at present: students' learning time after class is generally insufficient, about one-third of teachers still use the "monophonic broadcast" teaching method, and about two-thirds of teachers' teaching is not integrated enough with industrial practice, this paper puts forward an analytical model for the rational allocation of teaching resources in the direction of "textbook centered, teacher-centered and classroom-centered" and the other direction that "student-centered, student-learning-centered and learning-effect-centered", and points out that the main reason for the above three difficulties is the unreasonable allocation of teaching resources. In order to gradually realize the rational allocation of teaching resources, the author designed a gradual supporting reform path: that is, to improve the incentives for educational innovation, to allocate newly increased teaching and innovation resources in the direction of "learning effect as the center", to stabilize the traditional teacher group in the process of reform, to realize the continuous growth of the demand and output of teaching innovation through reform, and use the effective re-allocation of resources to guide and help teachers and students to migrate to the direction of "learning effect as the center". The above-mentioned supporting reforms have been implemented in Gengdan Institute, and good results have been achieved.},
     year = {2022}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Design and Empirical Evidence of Teaching Resource Allocation Model and Reform Path
    AU  - Xiaoliang Ding
    Y1  - 2022/08/29
    PY  - 2022
    N1  - https://doi.org/10.11648/j.ijecs.20220704.17
    DO  - 10.11648/j.ijecs.20220704.17
    T2  - International Journal of Education, Culture and Society
    JF  - International Journal of Education, Culture and Society
    JO  - International Journal of Education, Culture and Society
    SP  - 220
    EP  - 226
    PB  - Science Publishing Group
    SN  - 2575-3363
    UR  - https://doi.org/10.11648/j.ijecs.20220704.17
    AB  - With the popularization of higher education, teaching quality has become an urgent problem to be solved. Aiming at the three difficulties faced by China's higher education at present: students' learning time after class is generally insufficient, about one-third of teachers still use the "monophonic broadcast" teaching method, and about two-thirds of teachers' teaching is not integrated enough with industrial practice, this paper puts forward an analytical model for the rational allocation of teaching resources in the direction of "textbook centered, teacher-centered and classroom-centered" and the other direction that "student-centered, student-learning-centered and learning-effect-centered", and points out that the main reason for the above three difficulties is the unreasonable allocation of teaching resources. In order to gradually realize the rational allocation of teaching resources, the author designed a gradual supporting reform path: that is, to improve the incentives for educational innovation, to allocate newly increased teaching and innovation resources in the direction of "learning effect as the center", to stabilize the traditional teacher group in the process of reform, to realize the continuous growth of the demand and output of teaching innovation through reform, and use the effective re-allocation of resources to guide and help teachers and students to migrate to the direction of "learning effect as the center". The above-mentioned supporting reforms have been implemented in Gengdan Institute, and good results have been achieved.
    VL  - 7
    IS  - 4
    ER  - 

    Copy | Download

Author Information
  • Gengdan Institute, Beijing University of Technology, Beijing, China

  • Sections