International Journal of Frontiers in Sociology, 2020, 2(6); doi: 10.25236/IJFS.2020.020602.
Zixun Yu1,*, Yu Fang2
1 School of Foreign LanguagesChangChun University of Chinese Medicine, Changchun130000, China
2 School of Foreign LanguagesChangChun University of Chinese Medicine, Changchun130000, China
*Corresponding author
Novice teachers in colleges and universities have degrees and professional knowledge, but lack of experience in teaching practice, and they have the challenge to teach effectively. BOPPPS teaching model includes six modules: bridge, objective, pre-test, participatory learning, post-assessment and summary, which can help this group of teachers to provide in improving effective teaching.In Canada, ISW apllies BOPPPS to train teachers’ teaching skills and it is effective, we can apply the similar training for the teachers in China by using BOPPPS as a part of pre-job training.
BOPPPS teaching model, ISW, college teachers, teaching skills
Zixun Yu, Yu Fang. ISW Training of BOPPPS Teaching Model for College Teachers in Canada and its Application in China. International Journal of Frontiers in Sociology (2020), Vol. 2, Issue 6: 9-13. https://doi.org/10.25236/IJFS.2020.020602.
[1] Meng Fansheng, Wang Fang(2016). Taught by a teacher at the University of British Columbia, Canada. Research and Research Capacity Development Projects in Foreign Education, vol.19, no.7, p. 70-83.
[2] Opinions of the State Council of the CPC Central Committee on Comprehensively Deepening the Reform of the Construction of teachers in the New Era. EB/OL. Ministry of Education Portal, 2018-01-31.
[3] Dewey, J(1900).Democracy and Education[M]. People’s Education Press.
[4] Luo Yanjun(2010). Empirical study of experiential learning in teacher education technical ability training.Hebei University, vol.53, no.1 p.61-61
[5] Zhang Jianxun, Zhu Lin(2016). Effective classroom teaching design based on BOPPPS model. Vocational Technical Education, vol.37, no.p.11.25-28.
[6] Jiang Ruixin(2017).The problems and problems of pre-service training for young teachers in colleges and universities optimising countermeasures, Journal of Changchun Normal University, vol.72, no. 36,p.4-6:
[7] Cao DP,Ying XY(2016). Canada BOPPPS teaching mode and itsenlightenment to higher education reform. Research and Exploration in Laboratory, vol.35, no.2, p.196-200.
[8] ISW Around the World.[2015-12-15].http://iswnetwork.ca.
[9] Pattison P, Russell D(2006). Instructional Skills Workshop Handbook.Vancouver: UBC Centre for Teaching and AcademicGrowth.
[10] Allan J(1996). Learning outcomes in higher education [J]. Studies in Higher Education,vol.63,no.1,p.93-108.