Article Open Access http://dx.doi.org/10.26855/er.2024.02.004
The Current Status of the Application of “Simulated Classroom Teaching” in the Activity Design Course for Pre-school Education in Higher Education
Yan Zhou
Nanjing Xiaozhuang University, Nanjing, Jiangsu, China.
*Corresponding author: Yan Zhou
Published: March 18,2024
Abstract
This research employs a questionnaire survey approach, focusing on students as participants, to evaluate the current use of simulated classroom teaching in activity design courses for pre-school education majors at higher education institutions. This research adopts the method of bulk sampling and distributes online questionnaires. A total of 177 juniors and seniors participated in the questionnaire survey. The study provides an in-depth analysis at both cognitive and implementation levels, revealing the effectiveness and challenges of this pedagogical method. The research results show that most students recognize the educational value of simulated classroom teaching and are actively willing to participate in simulated classroom teaching activities. Educators often opt for video resources as teaching materials, assuming that the challenges of providing students with questions and feedback are addressed through simulated trial teaching. Based on the findings, the research offers recommendations to enhance the future use of simulated classroom teaching in activity design courses.
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How to cite this paper
The Current Status of the Application of "Simulated Classroom Teaching" in the Activity Design Course for Pre-school Education in Higher Education
How to cite this paper: Yan Zhou. (2024). The Current Status of the Application of "Simulated Classroom Teaching" in the Activity Design Course for Pre-school Education in Higher Education.The Educational Review, USA, 8(2), 221-226.
DOI: http://dx.doi.org/10.26855/er.2024.02.004