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Distance Between Teacher and Students During Class, Group and Individual Classes
Issue:
Volume 7, Issue 2, June 2022
Pages:
46-56
Received:
28 January 2022
Accepted:
23 February 2022
Published:
7 May 2022
Abstract: The research related to the context of proxemics, carried out at the turn of 2013-2021, during teacher-student classes, during which information and communication technology (ICT) was used, was included in the following publications: "Digital school proxyemics", "Digital space teacher in the context of proxemics" and "Teaching programming in the context of proxemics" and "Robotics in education in the context of proxemics". Also in the context of proxemics, completed study "Digital competences in education in the context of proxemics". Research studies give delegations to undertake a comparison, at least only of selected issues, occurring during the research and included in the studies. It should be realized that presenting selected research results in one comparison, despite other subject areas, does not violate the very idea of comparison. It can be easily noticed that both ICT and learning programming as well as elements of robotics in education are issues in the field of computer science, and digital competences are a good complement to these issues. The issues raised in the research are one of the teaching priorities in Polish education. One of the many issues included in the above-mentioned studies is the distance between the teacher and students during classes with the class, group and individual work with selected people in the class. The research posed a problem: what is the most frequently adopted distance (and thus the sphere) during classes with students and does the distance change if the form of working with these students changes? The conducted survey conducted on the educational platform of the Kuyavian-Pomeranian Voivodeship (województwa kujawsko-pomorskiego) and the collection of data from the above-mentioned studies indicate the dominant distance for the personal sphere in each case, with the simultaneous shift of results in the case of working with a group or individually. The reproducibility of the obtained results is noticeable, despite the variety of research areas. The latest survey, carried out during a remote (pandemic), slightly brings different information to comparison. The curves obtained on the basis of the obtained data have the general shape of Gaussian curves, which proves a well-chosen research sample, which consisted of teachers from several provinces, working in various educational institutions. The obtained results from the research will allow both teachers and producers of teaching aids to properly prepare and conduct classes with students at various levels of education.
Abstract: The research related to the context of proxemics, carried out at the turn of 2013-2021, during teacher-student classes, during which information and communication technology (ICT) was used, was included in the following publications: "Digital school proxyemics", "Digital space teacher in the context of proxemics" and "Teaching programming in the co...
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The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis
Issue:
Volume 7, Issue 2, June 2022
Pages:
57-65
Received:
2 April 2022
Accepted:
25 April 2022
Published:
7 May 2022
Abstract: The provision of Chinese language teaching in Thailand has rapidly increased over the period. After analyzing a survey of 60 local Chinese teachers based in Thailand, we find that teachers are primarily focused on improving their teaching methodology and classroom management skills, and their own general awareness of Chinese history and culture. In seeking to meet their training needs and enable them to resolve difficulties they encounter when teaching Chinese as a world language in Thailand, we establish a new and progressive QCLIF training mode and apply it to training practice. QCLIF is an abbreviation taken from the first letters of ‘question-oriented’; ‘case-study-based’; ‘learning and teaching’; ‘input and Output’; and ‘flipped classroom’. The QCLIF training mode is taken from the standards and requirements of world language education in various countries, and the actual demands of local world language teachers. It adopts flipped classrooms to deepen the understanding that teachers have of target languages and related cultures. It also improves the creativity, occupational quality and overall professional knowledge of Chinese language teachers. New teachers also gain experience and develop through multi-dimensional training that enhances knowledge and develops teaching methodologies related to culture, intercultural communication and target languages. Training also helps to establish an on-line country-specific workshop for Chinese language teachers that provides sustainable support to their vocational development. All training practices prove that the QCLIF mode, when based on the actual demand of local Chinese language teachers in Thailand, can effectively improve teachers’ teaching ability and related professional qualities. In addition, the online workshop that brings together local Chinese language teachers from different schools and regions in Thailand further promotes sharing and exchange between teachers, and plays an active role in the benefits obtained from learning, sustainable support and teaching. It has also recorded a 90 percent satisfaction level.
Abstract: The provision of Chinese language teaching in Thailand has rapidly increased over the period. After analyzing a survey of 60 local Chinese teachers based in Thailand, we find that teachers are primarily focused on improving their teaching methodology and classroom management skills, and their own general awareness of Chinese history and culture. In...
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Research on the Differences of Classroom Inspection of Primary School Teachers: Based on Optimization Strategy
Issue:
Volume 7, Issue 2, June 2022
Pages:
66-70
Received:
12 April 2022
Accepted:
5 May 2022
Published:
12 May 2022
Abstract: Classroom inspection is a detail of the teaching process and an indispensable part of effective teaching. Through classroom inspection, teachers can adjust teaching objectives, teaching rhythm and teaching methods in combination with the actual situation to make up for the deficiencies in teaching, so as to continuously enrich the experience of teaching activities and improve the teaching effect. It not only helps to deepen the emotional communication between teachers and students, and harmonize the relationship between teachers and students, but also enables teachers to be informed of the students’ feedback information in all directions, and realize the regulation of teaching content and methods. Classroom inspection should run through the whole process of classroom teaching and play an indispensable role in achieving teaching objectives and the interaction between teachers and students. Taking a primary school as a case, this article investigated the actual classroom teaching situation of front-line teachers from grade 2 to grade 6, analyzes the differences in the use of classroom inspection by teachers of different disciplines and styles, and investigated the discipline nature, discipline status, teacher-student relationship, teachers’ teaching style and students’ classroom evaluation of inspection teachers. Based on the perspective of the current situation, the study put forward relevant suggestions from the perspectives of schools and teachers, in order to truly implement the classroom inspection and effectively improve the effect of classroom teaching.
Abstract: Classroom inspection is a detail of the teaching process and an indispensable part of effective teaching. Through classroom inspection, teachers can adjust teaching objectives, teaching rhythm and teaching methods in combination with the actual situation to make up for the deficiencies in teaching, so as to continuously enrich the experience of tea...
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