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Teaching Innovation Methods for Literature Majors Based on Higher Education Informatization
Abstract
In view of the current situation that it’s imperative for literature majors in colleges and universities to undergo reforms, this paper studies the innovation of teaching methods of literature majors under the conditions of informationization. First of all, it analyzes the problems of current literature teaching; then, information technologies that can be used at the present stage of higher education are listed; at last, it proposes a series of innovation methods for literature major teaching based on higher education informatization, and some students from the Chinese Language and Literature major of a college are taken as examples to conduct an empirical study. A comparative analysis of the learning effects of college students of different grades shows the effectiveness of the teaching innovation methods proposed in this paper. The research results of this paper not only propose new teaching methods, but also provide a useful reference for the transformation of the current development concept of higher education.
... With the development of the information age, language and literature have also begun to implement informationization, but in colleges and universities, language and literature informatization only stays on the surface, schools and leaders do not pay attention to it, etc., language and literature informatization is very difficult to implement into practice, and building language and literature bases is also difficult to be realized in a very short period, so language and literature informatization will take a very long time to be realized [10][11][12][13]. In the face of society's need for high-quality educational talents, schools should build the base facilities of language and literature informatization as soon as possible so as to better provide a good learning environment for students to carry out their studies [14][15]. ...
The Chinese language and literature are the treasures of Chinese culture, but as a cultural content with threshold, its inheritance and development are facing more and more severe tests in the era of artificial intelligence nowadays. The study analyzes the current difficulties in the inheritance and development of Chinese language and literature, as well as the challenges to literary creation posed by today’s booming generative artificial intelligence. Based on this, a multi-objective regression model combining multiple categories of relevant information is constructed to analyze the factors influencing the inheritance of Chinese language and literature informationization. Based on the conclusions of the regression analysis, proposals with feasible strategies for the digitization of Chinese language and literature are presented. There is a similar gender ratio among the respondents (51.57%, 48.43%). The age group is mainly concentrated in 19-40 years old, and the proportion of this age group is 50.12%. College and bachelor’s degrees and above accounted for 84.66% of educational attainment, respectively. The number of company employees is the largest, and their monthly income is mostly in the range of (500,10000). In Chinese language and literature informatization inheritance, the cumulative variance contribution rate of the four male factors, namely, social factors, own factors, government factors, and market factors, is 71.589%, which explains a total of 71.589% of the total variables. Chinese language and literature informational heritage = 0.235*social factors + 0.158*self factors + 0.284*government factors. The self-factor, government, and social factors have a significant effect on the inheritance of information technology.
The goal of this chapter is to analyze the impact of e-learning technologies and tools as a support for teacher-led courses
in the performance (efficiency) of teaching as well as in the learner’s acceptance. It also aims at analyzing and determining
the moderating factors which have an influence on the process. The paper is based on the data which has been accumulated during
an academic year at a large Spanish university offering 2500 courses (with support of e learning) and employing 1800 professors.
Effort to incorporate interactive multimedia technology in the teaching of engineering materials at the University Tenaga Nasional, Malaysia has been initiated. The preliminary work involve the construction of a lecture set of interactive multimedia tutorials to facilitate the teaching of introductory first year course such as engineering materials that is taught in the Bachelors of Mechanical Engineering program. The topics that have been covered in this first prototype system include microstructure development and phase equilibrium diagram. The ultimate goal of the project is to gain the perception of the local students and to understand how best to integrate such technology in the teaching of engineering subjects such as engineering materials.
Purpose
To propose an evaluation model for the quality implementations in higher education through an analysis of quality systems and program evaluation using a systems approach.
Design/methodology/approach
Theoretical background, research and practice of the quality systems in higher education and program evaluation are analysed in conjunction with the concepts of systems approach. The analysis leads to a systems approach‐based program‐evaluation model for quality implementation in higher education.
Findings
The three concepts, quality systems in higher education, program evaluation and systems approach, are found to be consistent and compatible with one another with regard to the goals and organizational structure of the higher education institutions. The proposed evaluation model provides a new perspective for higher education management for the effective and efficient implementation of the quality systems and program improvement.
Research limitations/implications
The implementation of the model in a real university setting is necessary for the clarification of the processes.
Practical implications
The study provides a constructive analysis of higher‐education‐related concepts, and a new dimension of quality systems and program evaluation is developed in the model. The approach comprises three subsystems; “social system”, “technical systems”, and “managerial system”. The evaluation of quality in higher education requires inquiry of the components of the systems.
Originality/value
This paper proposes an innovative evaluation model integrating the systems approach into quality tools. The model is claimed to be the first in integrating the three approaches.
This study evaluates the applicability of a Chinese translation of the Students' Evaluations of Educational Quality (SEEQ) and explores the generality of selected findings based on North American research to the Chinese University of Hong Kong. Students (
N = 844) selected a "good" and a "poor" teacher, and rated each using the SEEQ. Good teachers were rated more favorably than poor teachers on all SEEQ scales, all SEEQ items were judged to be most important by at least some students, and SEEQ items (except, perhaps, feedback on examinations) were seen as appropriate by most students. Relations with background variables (student gender, teacher gender, teacher age, course grade, class size, workload and difficulty) were similar to those reported in North American studies. The results support the use of the SEEQ in this Chinese setting. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Innovative Problem Solving is a methodology for developing incremental improvements, or innovations, for any type of system. IPS represents a powerful critical and alternative thinking skill we wish to instill in every graduate of the Bachelor of Arts in Information Management & Systems program at the University of South Carolina Upstate. A new three credit hour course teaching IPS, called SIMS 307: Systematic Innovation, has been added as a required course at the sophomore level. Some of the course material was adapted from an existing professional training class historically taught to post-baccalaureate working professionals with an average age of 35. Adapting the course for students with an average age of 20, very little professional experience, and only one year of college education has required much effort. This paper describes IPS and some of the challenges overcome in designing and delivering the course.
This chapter examines how external models of higher education have influenced an indigenous Chinese higher education system that dates back several millennia. The Western influence on Chinese higher education institutions began in the nineteenth century, and has syncretically merged indigenous and external forms to create hybrid ”types“ of higher education. While focusing on China, the chapter has relevance to all Sinified nations, including Japan, Korea, Taiwan, and Singapore. The arguments presented in this chapter follow the basic notion that the so-called “modern university” is actually a hybrid of indigenous elements, overlaid with Western forms and elements, resulting in a re-indigenized hybrid higher education system.
The primary objective of this paper is to examine some of the ways in which recent developments in Information Technology may be exploited in the study of language and literature. The paper will first present a design model for the development of computer-mediated resources to support students of language and literature, and then consider some of the ways in which this model and similar ones may be applied. The model was developed as part of what has become the CAMILLE Project and, although aimed specifically at supporting the acquisition of basic language skills, is based upon design principles that may be applied across a wide range of linguistic and literary studies.
Emotions have been neglected in education and online education, in favor of a heavy emphasis on cognition and rationality. This article explores the significance of emotion in learning and how recent research is identifying some pathways and dynamics in the way emotions impact on learning and on web-based learning. Online learners have not been considered as “emotional beings” and web-based education has not addressed this dimension in any significant way. A constructivist, emotionally-oriented (CEO) model of web-based education is introduced which emphasizes safety, challenge, and new thinking, and offers several strategies to enhance the emotional experience of learners.