The construction of a mathematical model for college English interactive distance teaching
To make up for the shortcomings of the traditional teaching mode, such as teacher-centered, less interaction, limited output, and inability to meet students’ personalized learning needs, the author proposes a mathematical model for college English interactive distance teaching. Based on the social c...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2023-07-01
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| Series: | Applied Mathematics and Nonlinear Sciences |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/amns.2023.2.00016 |
| _version_ | 1797266082745024512 |
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| author | Wang Ling Liu Yong |
| author_facet | Wang Ling Liu Yong |
| author_sort | Wang Ling |
| collection | DOAJ |
| description | To make up for the shortcomings of the traditional teaching mode, such as teacher-centered, less interaction, limited output, and inability to meet students’ personalized learning needs, the author proposes a mathematical model for college English interactive distance teaching. Based on the social culture theory and the interactive theory of distance teaching, and based on analyzing the education and teaching functions of WeChat, this paper constructs an interactive college English mixed teaching model based on WeChat and conducts teaching practice research on this model. The model emphasizes learner-centered, creates an interactive learning environment for language acquisition, and reasonably allocates learning activities and learning processes. The experimental research shows that 95.79% of the students believe that the mixed teaching mode of college English based on the WeChat platform is conducive to their English learning and that this mixed teaching mode can improve their English teaching motivation, and 94.94% of the students say that the mixed English mode is satisfactory. Conclusion: The practice has proved that the mathematical model for college English interactive distance teaching can make up for the shortcomings of the traditional teaching model, such as teacher-centered, less interaction, limited output, and unable to meet students’ personalized learning needs. |
| first_indexed | 2024-03-07T16:18:46Z |
| format | Article |
| id | doaj.art-727a558579c948a1b5b466cac138c2b6 |
| institution | Directory Open Access Journal |
| issn | 2444-8656 |
| language | English |
| last_indexed | 2024-04-25T00:55:02Z |
| publishDate | 2023-07-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Applied Mathematics and Nonlinear Sciences |
| spelling | doaj.art-727a558579c948a1b5b466cac138c2b62024-03-11T10:05:47ZengSciendoApplied Mathematics and Nonlinear Sciences2444-86562023-07-01823001301210.2478/amns.2023.2.00016The construction of a mathematical model for college English interactive distance teachingWang Ling0Liu Yong11School of Foreign Languages, Henan Institute of Technology, Xinxiang, 453003, China2School of International Education, Xinxiang University, Xinxiang, 453000, ChinaTo make up for the shortcomings of the traditional teaching mode, such as teacher-centered, less interaction, limited output, and inability to meet students’ personalized learning needs, the author proposes a mathematical model for college English interactive distance teaching. Based on the social culture theory and the interactive theory of distance teaching, and based on analyzing the education and teaching functions of WeChat, this paper constructs an interactive college English mixed teaching model based on WeChat and conducts teaching practice research on this model. The model emphasizes learner-centered, creates an interactive learning environment for language acquisition, and reasonably allocates learning activities and learning processes. The experimental research shows that 95.79% of the students believe that the mixed teaching mode of college English based on the WeChat platform is conducive to their English learning and that this mixed teaching mode can improve their English teaching motivation, and 94.94% of the students say that the mixed English mode is satisfactory. Conclusion: The practice has proved that the mathematical model for college English interactive distance teaching can make up for the shortcomings of the traditional teaching model, such as teacher-centered, less interaction, limited output, and unable to meet students’ personalized learning needs.https://doi.org/10.2478/amns.2023.2.00016interactive learningmobile learningcollege english97mxx |
| spellingShingle | Wang Ling Liu Yong The construction of a mathematical model for college English interactive distance teaching Applied Mathematics and Nonlinear Sciences interactive learning mobile learning college english 97mxx |
| title | The construction of a mathematical model for college English interactive distance teaching |
| title_full | The construction of a mathematical model for college English interactive distance teaching |
| title_fullStr | The construction of a mathematical model for college English interactive distance teaching |
| title_full_unstemmed | The construction of a mathematical model for college English interactive distance teaching |
| title_short | The construction of a mathematical model for college English interactive distance teaching |
| title_sort | construction of a mathematical model for college english interactive distance teaching |
| topic | interactive learning mobile learning college english 97mxx |
| url | https://doi.org/10.2478/amns.2023.2.00016 |
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