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Abstract:Classroom teaching and students' learning have been widely concerned. To
support the implementation of effective classroom teaching, this study examines
the current state of instructional practices and student learning by surveying 541
college students. The questionnaire is divided into three main aspects, in which
students are asked to assess their learning experience in college: motivations for
choosing their major, their learning status, classroom performance, and feedback
from teachers. Research results show that the motivation for choosing
undergraduate majors positively affects students' learning. However, if teachers do
not continue to provide the necessary guidance and high-quality courses to
students, they will lose interest in their majors. For freshmen, teachers should be
more concerned about their learning status, because they have the lowest
adaptability to university learning. In addition, we also find that dumb classroom
teaching, performing classroom teaching, still exists, and classroom teaching
efficiency is low. Further analysis indicates that the teaching effectiveness of
teachers, including teacher-student communication, positive motivation from
teachers to students, and the content of their teaching, has a direct effect on
students' learning. The low efficiency of classroom teaching is primarily attributed
to an underdeveloped and ineffective classroom ecological environment. In the
concluding section, this paper proposes a set of targeted strategies to rebuild and
enhance the classroom teaching ecology, aiming to foster more effective teaching
and meaningful student engagement. |