Study On The Construction Of The Practice Model Of Smart Teaching In The Universities

At present,smart technology is not a supplementary or accessorial tool for the traditional teaching practice any more but plays an important role in the smart teaching matrix and system.It has become an influential driving force for the teaching practice of teachers and meanwhile the learning behavior of students.It is a tendency to bring the smart technology into education and the construction of the smart teaching model on the campus has received wide attention.From the academic perspective,however,research on the smart teaching model in colleges and universities is not sufficient,being lack of a systematic design for all factors involved in the construction of the model.From the perspective of policies and administration,the promotion of smart teaching in colleges and universities is not efficient.The research focuses on the construction and its effectiveness of the smart teaching model in colleges and universities from the perspective of education administration.It centers on the following three research questions:1.How do college and university teachers think of smart teaching and what is the current situation for the implementation of smart teaching?2.What is the model of smart teaching in colleges and universities?3.What is the method to verify the implementation effectiveness of the model of smart teaching in colleges and universities?The research applies many qualitative and quantitative research methods,including literature analysis,questionnaire,interview,quasi-experiment and so on.For the first research question,the researcher made an investigation through interviewing teachers,the active participants of smart teaching in colleges and universities.Their opinions and advice concerning the application of smart teaching were collected.After an in-depth analysis of the interview content,the researcher depicted the natural state and features of smart teaching in colleges and universities.To answer the second research question,the researcher took the relevant theoretical framework of smart teaching,practical experience and the essential factors of smart teaching in colleges and universities selected by the national requirement into full consideration and designed the practice model of smart teaching with Delphi Method.Then,the researcher testified the validity of the model by empirical analysis based on the Structural Equation Modeling(SEM).Finally,the researcher defined the model of smart teaching in colleges and universities with five key elements and their interrelations.The five key elements consist of the administration of smart teaching,the smart teaching method,the smart teaching environment,the smart teaching resources and the smart teaching objective.In order to answer the third research question,the researcher designed a teaching case and carried out a quasi-experiment in accordance to the key elements and their mutual relations of the smart teaching model that had been constructed.The empirical research was not restricted to the inherent framework of the model but testified and adjusted the model.In the smart teaching setting of the colleges and universities,the researcher explored into the feasible implementation route of smart teaching,observed the teaching process and analyzed the specific effects of smart teaching from three aspects including students’ academic performance,the effectiveness of deep learning and the reform in the teaching mode,and finally made evaluation on the model of smart teaching.The research makes the following conclusion over the three research questions.Firstly,teachers participating in smart teaching highly agree on the necessity of promoting smart teaching in colleges and universities and believe that the promotion of smart teaching is inseparable from the five key elements including the administration,teaching,resources,environment and teaching objective.Secondly,it is found that the promotion of smart teaching should focus on the three dimensions of experience,skills and deep learning and meanwhile the construction of it should be realized by the five key elements,that is,the administration of smart teaching,the smart teaching method,the smart teaching environment,the smart teaching resources and the smart teaching objective.Thirdly,smart teaching in colleges and universities depends on the synergetic promotion of the five key elements.Specifically,the smart teaching administration can influence the construction of teaching resources,the realization of the smart teaching objective,the use of the smart teaching environment and the choice of the smart teaching method;the smart teaching method can influence the construction of smart teaching resources and the realization of the smart teaching objective;the smart teaching resources can exert influence on the smart teaching environment construction and the fulfillment of the smart teaching objective;the smart teaching environment can be influential on the fulfillment of the smart teaching objective.Fourthly,the practice model of smart teaching in colleges and universities,which is called M-PERT(M refers to the management of smart teaching,P the pedagogic method of smart teaching,E the environment of smart teaching,R the resources of smart teaching and T the target of smart teaching)has been found effective on improving students’ academic performance,enhancing students’ ability of deep learning,reinforcing teachers’ teaching wisdom and optimizing teachers’ teaching behavior.The creativity of the dissertation lies in the fact that it summarizes the key elements of smart teaching in colleges and universities from the perspective of systems theory and puts forward M-PERT,the model of smart teaching in colleges and universities,deepening the understanding of the inner structure and rules of the teaching practice in universities classrooms.Besides,the dissertation explores into the specific relations between smart teaching in colleges and universities and students’ development through empirical studies and identifies quantitative information of every influential factor,which to some extent,breaks the limitation in the traditional studies conducted at the experience level.