The enhancement of classroom learning outcomes plays a crucial role in the higher education reform currently underway in China. Despite numerous improvement strategies proposed and examined in previous research, a comprehensive, multi-dimensional approach remains lacking in this field. In response to this gap, this study emphasizes the theoretical significance of the knowledge-attitude-practice model for implementing a holistic enhancement of classroom teaching and learning, specifically within a social policy curriculum. Three distinct phases of improvement were carried out. Firstly, the alignment of course content with students’ individual interests and concerns. Secondly, the facilitation of practice-oriented learning through novel teaching methodologies. Lastly, the realization of comprehensive teaching and learning outcomes through reflection and extracurricular practices. The study concludes by presenting the contributions and constraints of the research.

Shengchen Du, Hongze Tan. Improving University Students’ Classroom Learning Outcomes through Multi-dimensional Enhancement Methods Based on the Knowledge-Attitude-Practice Model. Frontiers in Educational Research (2024) Vol. 7, Issue 6: 35-40. https://doi.org/10.25236/FER.2024.070605.

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