In an effort to enhance classroom teaching strategies in higher education, a study was conducted to investigate the current state of college history classroom teaching. The study aimed to optimize teaching methods by incorporating positive psychology and adaptive deep learning. The new teaching strategy was designed to focus on verbal information, smart skills, cognitive strategies, action skills, and learning attitudes. This strategy was then implemented in a university in Anyang, with students divided into an experimental class (Class A) and a control class (Class B).
Results from the study showed that the average score of Class A using the new teaching strategy increased significantly by 18%, while the average score of Class B decreased slightly by 1%. This indicated the effectiveness of the college history classroom-oriented teaching strategy based on adaptive deep learning. The study highlighted the importance of personalized learning and deep understanding, moving away from traditional knowledge transmission-based teaching methods.
Historically, educational approaches have evolved with technological advancements and changes in society. The International Commission on Education emphasized the holistic development of individuals, leading to a shift from teaching-centered to learning-centered education. Adaptive learning, rooted in behaviorism and cognitive psychology, focuses on dynamically adjusting teaching content based on individual student needs. Positive psychology principles, such as promoting positive emotions and self-efficacy, play a crucial role in creating a supportive learning environment.
While previous research has explored adaptive learning in science and engineering, its application in humanities disciplines like history remains limited. The study addressed this gap by integrating positive psychology theories and adaptive learning principles into a comprehensive teaching strategy for college history classrooms. The research aimed to enhance students’ autonomous learning abilities and promote holistic development in a student-centered environment.
Moving forward, the study suggested expanding the sample size and conducting multi-center experiments to validate the strategy’s applicability across different regions and disciplines. It also emphasized the need to integrate established instructional models and develop specific teaching tools to enhance the practical implementation of the strategy. Ethical considerations, such as data privacy and algorithmic bias, were highlighted as important factors to address in the application of adaptive learning and positive psychology in education.
In conclusion, the study provided a promising pathway for transforming college history teaching through personalized strategies based on adaptive learning and positive psychology. While further research and refinement are needed, the findings offer valuable insights for enhancing classroom teaching practices in higher education.
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