The Educational Review, USA

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Article http://dx.doi.org/10.26855/er.2024.01.035

The Application of Project Teaching Methodology in the Teaching of Logistics Information Management Course

Chang Liu

School of Economics and Management, Taishan University, Taian, Shandong, China.

*Corresponding author: Chang Liu

Published: March 7,2024

Abstract

The application of project pedagogy in logistics information management courses represents a modern transformation of an educational model aimed at cultivating students' integrative ability, teamwork, and practical problem-solving ability. Project pedagogy advocates students' active learning and encourages active participation, knowledge sharing, collaborative problem solving, and grouping to complete project tasks under the guidance of the teacher by means of the freedom of project selection and reward mechanism. It emphasises active learning and real-world problem-solving, and also requires teachers to take on new educational roles by enhancing communication and coordination, improving teachers' pedagogical skills, and motivating students. This approach provides students with a deeper learning experience and develops the comprehensive qualities and skills they will need in their future careers. Project-based teaching not only meets the needs of modern education but also creates a more fulfilling learning experience for students, helping them to better meet the challenges of the future. This paper discusses the core concept and practical application of this pedagogy by elaborating three key strategies: strengthening project communication and coordination, improving teachers' educational and teaching ability, and mobilising students' motivation.

References

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How to cite this paper

The Application of Project Teaching Methodology in the Teaching of Logistics Information Management Course

How to cite this paper: Chang Liu. (2024). The Application of Project Teaching Methodology in the Teaching of Logistics Information Management Course.The Educational Review, USA8(1), 186-190.

DOI: http://dx.doi.org/10.26855/er.2024.01.035