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

Xiaoliang Ding

doi:doi:10.11648/j.ijecs.20220704.17

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

Xiaoliang Ding

Published in International Journal of Education, Culture and Society (Volume 7, Issue 4)

Received: 9 July 2022 Accepted: 3 August 2022 Published: 29 August 2022

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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

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[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.
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[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.
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[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.

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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

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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

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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

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@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}
}

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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  -

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Author Information

Xiaoliang Ding

Gengdan Institute, Beijing University of Technology, Beijing, China

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Plain Text BibTeX RIS

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

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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