Abstract
BOPPPS (bridge-in, objectives, pre-assessment, participatory learning, post-assessment, summary) mode, centering around students, enables students to actively participate in classroom activities and stimulates their learning interest. It fully implements the philosophy of effective teaching. During the implementation of Intercultural Communication course in China, more and more teachers find that the content of the course is diverse and complex and teaching periods are always limited to achieve targeted teaching objectives. This pressure also leads to students’ inactive participation in class and further affects students’ classroom learning outcomes. To address this issue, taking the course Intercultural Communication as an example, this paper reassembles learning materials to formulate teaching design and approach according to BOPPPS mode, finding that problems of insufficient lesson periods and inactive participation in traditional Intercultural Communication courses are solved in this teaching practice. Therefore, the application of BOPPPS mode in Intercultural Communication course is feasible and potential to other similar courses.
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