1、1Study on the Interactive Classroom Teaching Model based on the Theory of Action ResearchAbstract. Based on the theory of action research and through sample class selection, course knowledge point decomposition, case design, student participation, teaching interaction and effect evaluation, the diff
2、erences between control class and experimental class under the participatory and traditional teaching models are compared in many indexes such as Likert scale awareness, knowledge point examination, and classroom active degree. Comparative study shows that college students participatory interaction
3、teaching model is more significant than the traditional teaching model in student preferences and knowledge mastery. Key words: Action Research; Interactive Teaching; Scale; College Students 1. Introduction Action research is a research method commonly participated by researchers and the researched
4、objects for researching, evaluating and guiding correct decision and action process according to emerged specific problems in the real work 2situation. Action research focuses on classroom teaching practice; researchers and the researched objects are consistent in the roles and the enjoying of resea
5、rch results in the discoveries and solutions of problems; research process starts from action, develops in action, and is verified by action results. Therefore, action research plays a wide influence in the teaching practice of teachers. Course is a key factor influencing the change of teacher educa
6、tion. Starting from the classroom teaching model of courses and the improvement of the practical teaching effect, it is also a necessary requirement of the development of teaching theory to study the interaction model commonly participated by teachers and students. 2.Study Objects and Experimental D
7、esign 2.1 Introduction to Courses and Study Objects Tourism law is a subject crossing geographical science, management science, and law science. Teaching practices of multiple years prove that the teaching objective of a subject cant be effectively realized by the classroom teaching and book teachin
8、g centering on teachers and the traditional “injection“ education. Therefore, based on the theory of action research, teaching classes (two junior-college classes and two 3undergraduate classes) of the authors were used as experimental objects, and also learning sample control groups were establishe
9、d in classes and grades. 2.2 Experimental Design and Effect Evaluation Economic law and contract law were chosen by the authors as experimental contents; after the knowledge points were decomposed layer by layer, classroom teaching cases integrating knowledge points with reality were established in
10、combination with the practical case of courts, and the teaching model centering on teachers and textbooks was used in one class; control classes were grouped to integrate knowledge points with cases, and the form of simulating courts was used for students to hold the posts of judge, court clerk, law
11、yer and audiences respectively in groups, and defense at court and open replies to the questions of audiences were applied, and also the simulation time for each group was limited. In the experimental process, judges from the economic courts of Qiaoxi district and Yuhua district were employed for pr
12、oviding comments. The experimental design and effect evaluation processes of the participatory interactive teaching model are shown in figure 1. Namely, instant effect was evaluated during a class session. Evaluation form was divided into three parts: (1) investigation 4on college students awareness
13、 of classroom teaching; (2) examination on knowledge points; (3) classroom active rate (classroom atmosphere and the proportion of students participating in opinion expressing for knowledge discussion were used as substituting indexes), as shown in table 2. Table 2: Classroom teaching effect evaluat
14、ion indexes in participatory interactive model 3. Analysis of Experimental Data 3.1 Analysis of the Awareness of Classroom Teaching 3.1.1 Reliability Analysis As a method of internal consistency analysis, the main purpose of reliability analysis was making repeated investigation on the investigated
15、data, or checking whether similar results could be obtained using duplicate investigation; in this study, the consistency of all items in the same level was analyzed with Cronbachs Alpha coefficient and F-test. In practical operation, the overall reliability coefficient of the item (the awareness of
16、 classroom teaching) was calculated with SPSS16.0 first, and then was re-calculated after any sub-items were removed; if the reliability coefficient after sub-items were removed was lower than the overall reliability coefficient, the investigated data was suggested to be of certain 5reliability. See
17、n from calculation results, the overall reliability coefficient (Cronbachs Alpha) of the item (the awareness of classroom teaching) was 0.711, and the reliability coefficient (Cronbachs Alpha based on standardized items) after standardization was 0.698; after any sub-items were removed, reliability
18、coefficient was lower than 0.711 generally, suggesting the six items of the awareness of classroom teaching were of certain reliability. Note: 133 Effective samples; * means p0.001; the total reliability of this item was 0.711 3.1.2 Analysis of the Awareness Seen from study results, in the awareness
19、 of classroom teaching, students from both undergraduate classes and junior-college classes had been aware of college classroom teaching concept system to some extent. The awareness (3.87 scores) of the item (a learning model providing equal status for teachers and students, allowing the roles of te
20、achers and students to interchange, and aiming at improving ability) also proved that modern college students shifted their focus from exams to ability and quality. This is also consistent with the development of the times and the social environment. Table 63: Statistics on Investigated objects awar
21、eness of classroom teaching Note: N was the number of samples; Mean was average value; Std. Deviation was standard error 3.2 Instant Analysis of Classroom Teaching Effect Study results show that the proportion of undergraduate students was 18% higher than that of junior-college students in stressing
22、 self-ability, initiative learning, and participation; the proportion of female students initiative in the participatory interactive case teaching experiment was 10% higher than that of male students; in examination on knowledge points, the basic knowledge of junior-college students was generally eq
23、ual to that of undergraduate students, and the scores of junior-college students were 7% higher than those of undergraduate students and the scores of female students were 7% higher than male students; in ability expansion, the scores of undergraduate students were 8% higher than those of junior-col
24、lege student. From the proportion, male students were 4% more than female students, but female students were better than male students in wonderful performances. This was consistent with the wide-gap proportions of male and female students of two educations and the careful character of female studen
25、ts. 7Data analysis results also showed that control classes and experimental classes were basically the same in the awareness of A4, A5, and A6 indexes; experimental classes were significant better than control classes in two indexes (examination on knowledge points and classroom active rate), as sh
26、own in figure 2. 4. Conclusion and Suggestion Based on the theory of action research, the interactive educational model mutually participated by both students and teachers is with feasibility in college classroom teaching, and therefore is worth further exploring and deepening. First, action researc
27、h, as an oriented issue, is with certain applicability to disciplines in the classroom teaching model mutually participated by both students and teachers. Experimental results proved that 90% of the participants preferred the teaching model transforming interactive knowledge points to cases. However
28、, what disciplines this model is applicable to and how to apply it to disciplines are questions worth discussing. Second, college education is different from primary and secondary school educations. Therefore, in college education, improving the action research teaching reform system will be 8undoub
29、tedly of certain directive significance for the increase of college student ability and classroom teaching efficiency. However, how to develop this system in basic education should be concretely analyzed in concrete problems. Third, college teachers usually face up with pressures from scientific res
30、earch and thesis, which will conflict with college classroom teaching reform. Therefore, how to deal with the contradiction between education and scientific research is also a problem necessary for classroom teaching reform to confront with. Fourth, the results of this study were of certain limitati
31、on, because study objects were limited to classes, experimental sites were in classroom, and study samples were few. Meanwhile, effect evaluation was only an instant evaluation on the effect of classroom teaching, and therefore was of time limitation; the wide-gap proportions of male and female stud
32、ents in different programs are another reason for the limitation of the data. References 1.KeXin Zhang, ChengKe Zhu. Educational Action Research J. Journal of Hebei Normal University (Educational Science Edition), 2008 (8): 9-13. 2.Qinli Luo. Actively Developing “Action Research“ and 9Promoting the
33、Change of Fundamental Educational Curriculum J. New Education (Jilin), 2008(3):32-34. 3.He En. Action Research Promoting English Communicative Competence of College Students J. Education Science & Culture Magazine, 2008(25):143-146. 4.NANCY L. HUTCHINSON. ACTION RESEARCH: BEING TEACHERS OR FREEING T
34、EASERS? J. Teaching & Teacher Education, Vol. 12, No. 1, pp.109-114, 1996. 5.Stig Ottosson. Participation action research-A key to improved knowledge of management J. Technovation 23(2003)87-94. 6.Petra Ponte,Jan Ax,Douwe Beijaard,.etc. Teachers Development of Professional Knowledge through Action Research and the Facilitation of This by Teacher Educators J. Teaching and Teacher Education 20(2004)571-588. 7.Jifu Wang. Discussion on the Case Teaching in Law Education J. Journal of Hebei Normal University/Educational Science Edition, 2008, vol.10 (08), page 118-110.
