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Abstract
The application of “effective teaching” theory in higher education can be described by four indicators of student development and progress, teaching income, reflective teaching and innovative thinking. Foreign scholars believe that the “effective teaching” theory can promote higher education and has a positive effect to enhance students’ learning ability. In China, the application of this theory in higher education is still at the surface stage, the relevant scholars believe that the theory can promote the curriculum reform of higher education. This paper introduces the BBM principle, carries on the structural thinking to the four indexes of the students’ development and progress, the teaching income, the reflective teaching and the innovative thinking. It took 100 university students as the survey object, the four indexes were taken as the main variables respectively, and the impact on primary and secondary variables on “effective teaching” theory in the case of higher education were analyzed. During the study, 100 university students were as the data mining, and always remain unchanged, so that the indicator is a major variable, that is, to make the indicator as a self-treatment. Through the discussion of the results of the four groups, it is found that no matter which of the four variables as the main variable, the main variables have a major effect on the application, and the secondary variables have a secondary effect on the application. According to the results, it is concluded that in order to strengthen the application of the theory of “effective teaching” in higher education, it should be under the premise that remaining three indicators unchanged, and strengthen the conclusion of the other indicator. Through this analysis, we deepen the depth of the application of the theory of “effective teaching” in higher education, and contribute to the promotion of higher education level in our country.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 13, Issue 12, December 2017, 8185-8191
https://doi.org/10.12973/ejmste/80781
Publication date: 24 Nov 2017
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