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International Conference on Advanced Information and Communication Technology for Education (ICAICTE 2013)
Analysis of the Traditional Lecture Method
combined with the Seminar Teaching Method in
the Graduate Education
1,2 1 1
WANG Xing-ju , ZHAO Lin and GAO Gui-feng
1 School of traffic and transportation, Shijiazhuang Tiedao University, Shijiazhuang, Hebei 050043,
China
2 Traffic Safety and Control Laboratory of Hebei Province, Shijiazhuang, Heibei 050043, China
Abstract classroom as the center, books as the center of the
[2-3]
The traditional teaching method gives full play to the traditional teaching method . Traditional teaching
teacher's leading role and enables the student to obtain method is beneficial to give full play to the teacher's
more knowledge. But the traditional teaching method leading role and enable the students to obtain more
makes the students lose the learning initiative and knowledge. But teaching method make the students lose
[4]
creativity. Seminar teaching method is a kind of the learning initiative and creativity at the same time .
research type teaching method. It fully mobilizes Seminar teaching method is a kind of deliberative
students' learning initiative and creativity. The teaching method. Seminar can be translated into
combination of the traditional lecture method and discussion, assembly. It is popular in Europe and the
seminar emphasizes the teacher's leading role and play United States in the university classroom. It is a kind of
the students' initiative. Case study shows that the teaching or academic communication. It is a kind of
combination of the traditional lecture method and interactive teaching path that student discuss with
seminar is better than others. It is greatly significant for teachers and experts for the study of a certain problem.
the cultivation of graduate students. Its core is to dig deeply course participants (students
and teachers two aspects) academic potential, utmost
Keywords: Lecture method; Seminar; linear weighted; ground a multi-angle and multi-level understanding
Graduate education; Education reform interaction. Seminar teaching method makes students
deepened the understanding of a subject and realized the
1. Introduction academic exchange the best effect. Students can discuss
some issues of common concern with teachers in a
[5-6]
The traditional lecture method is the method that the democratic and harmonious atmosphere .
teachers impart knowledge to students through oral The traditional teaching method and seminar
[1] combination emphasizes the teacher's leading role.
language . Lecture method includes telling method,
interpretation method, speak pronunciation and speech Teachers can deliver information from easy to difficult
method. Teachers use all kinds of teaching methods in sequence. It will help students accept more knowledge
teaching mostly accompanied with teaching method. and improve the efficiency of classroom teaching. It
This is the current education most commonly use a kind fully mobilizes the students' learning initiative and
of teaching method in China. At present Chinese cultivates the students' ability of self-study. It benefits
graduate education mode has had the very big change to train the students' oral communication ability and
[7]
than before, but occupied mainstream is still improve their participation . This method is greatly
"inheritance knowledge - accept knowledge" of the significant for the cultivation of graduate students.
traditional model, that is, the teacher as the center, the
© 2013. The authors - Published by Atlantis Press 97
2. Methods n
C P
x(y,z) i
The multiple comprehensive evaluation indexes look as i1 i i i
S P
1 Q
a whole through the establishment of comprehensive
evaluation of the teaching mode. The whole is a basic n
T P
x(y,z) i
[8] i i i
evaluation. According to the linear weighted synthesis , P i1 (2)
2 Q
we assume that, there is parameter X1, X2 , X3 ... Xn . n
N P
x(y,z) i
Their corresponding weighting coefficient is P , P … i1 i i i
1 2 P
3 Q
P . Its computation formula is as follows. n
n Q C P
x(y,z) i
n i1 i i i
S X P (1)
i1 i i n
T P (3)
x(y,z) i
The teaching evaluation model is based on students' i1 i i i
three evaluation indicator. n
N P
x(y,z) i
Classroom performance C: the result is divided into i1 i i i
good (9 points), good (eight points), pass (7
points), bad (5 points). Their weight is 0.4, 0.3, 0.2, Cx(y,z ) —the students' classroom performance in
i i i
0.1, respectively.
The final exam T: the result is divided into A (9 teaching patterns X or Y or Z. P is
i
points) and B (8 points), C (7 points), D (6 points). their respective weight.
Their weight is 0.45, 0.3, 0.15, 0.1, respectively.
The number of paper N: published papers are Tx (y ,z ) —the students' final exam in teaching
i i i
divided into two types. One kind is included by
SCI. The other one is included by EI. Their weight patterns X or Y or Z . P is their
i
is 0.6, 0.4, respectively. respective weight.
Their weighting is 0.2, 0.3, 0.5 in the three types of
evaluation index, respectively. Nxi(yi,zi) —the number of papers that students
First of all, we are going to select some students. published in teaching patterns X or Y
They have similar level. We divided the students into
three groups. There is the same number of students in or Z. P is their respective weight.
i
every group. They are used to three different teaching
modes, respectively. The three teach modes are the Here we assume that, S is evaluation in the
1
traditional teaching method, seminar method, and
traditional lecture method combined with the seminar traditional lecture method. S2 is evaluation in seminar
method. Then, the proportion of the total score in some
teaching methods of three kinds of evaluation method. S3 is evaluation in traditional lecture method
multiplied by the weight of their accounts. Finally, we combined with the seminar method.
can draw a conclusion through the points of each
method. Specific computation formula is as follows: We compare S , S and S3. The maximum one
1 2
shows that its method is best method in the three
methods.
98
3. Case study Table 3. Students’ results in lecture method and seminar
We select 30 students who have similar results and bonding method.
similar ability, then they divide into three groups in NAME C T SCI EI
average. They are trained respectively by means of the Zhang Excellent A 4 5
above three kinds of teaching methods. A year later,
their results are as follows in the three tables. Suo Good A 2 2
Dai Excellent B 3 2
Table 1. Students’ results in Traditional lecture method. Feng Excellent A 4 3
NAME C T SCI EI Wang Good B 2 4
Zhang Good B 1 1 Nan Good B 3 3
Yang Good B 1 2 Wang Good B 3 2
Wang Excellent A 3 4 Niu Excellent A 5 4
Song Pass B 1 2 Zhang Excellent A 3 2
Gao Bad C 0 1 Wang Good A 3 2
Hao Good B 2 1 Through calculation, we can get S =0.315，
1
Liu Pass C 1 2 S =0.323，S =0.333.
2 3
Hu Pass D 1 1
Because of S3 > S > S , we can draw the
Zhang Good B 2 1 2 1
conclusion that the lecture method and seminar bonding
Wen Good B 3 2 is better than the traditional lecture method and the
single seminar method.
Table 2. Students’ results in seminar method. In order to more clearly, directly display effect of
NAME C T SCI EI three teaching methods, we will compare the students’
average scores in the three teaching mode. We can see
Li Excellent A 3 2 that the students do very well in the lecture method and
Wang Pass B 1 1 seminar bonding from Figure 1. Its all kinds of index
are better than the students’ in the other two kinds of
Su Good B 1. 2 teaching method.
Suo Good B 2 3 The average grade students
9
Chen Bad C 1 1 8
7
Yu Good B 2 2 6
5
4
Wang Excellent A 4 3 3
2
Yang Pass D 1 1 1
0
Graduation Test scores SCI EI
Zhang Good B 2 3 mark
Method of lecture Seminar Lecture and seminar bonding
Jiang Good B 1 2
Figure. 1: the students’ average result in three
teaching methods.
99
4. Conclusion Heilongjiang higher education research, vol.2, pp.
Through the investigation and analysis and case 32-35, 2012.
study, we can draw the conclusion that traditional the [8] Hu Jian-hua, Chen Yu-xiang, Shao Bo, Li Li, Li
lecture method and seminar bonding is beneficial to Xin, Yang Qi-guang, “The reform of higher
improve the classroom efficiency and cultivate education in the country 30 years”, Education
students' learning initiative and creativity. The research, vol.17, pp. 11-20, 2008.
teaching model should be introduced into China. It is
greatly significant for the graduate student education.
5. Acknowledgments
This research is founded by the Social Scientific and
Education Research Foundation, Education
Department of Hebei Province of China (Grant No:
GH122053). Moreover, this research is also the
project supported by the Education Research
Foundation, Shijiazhuang Tiedao university of China
(Grant No: 110433).
6. References
[1] Yang Li-niang, Deng Jun, “Seminar: Training
graduate students scientific research ability of the
effective way”, China's geological education, vol.3,
pp. 5-7, 2005.
[2] Chen Tan, Cheng Ying, “Teaching, case teaching
method and the teaching model is built”, Hunan
normal university education science journal, vol.3,
pp. 57-59, 2004.
[3] Shen Wen-jie, Zhu Qiang, “Seminar Mode for
Postgraduates”, Academic Degrees & Graduate
Education, vol.7, pp. 3-4, 2002.
[4] Lin Feng-pei, “Seminar teaching model based on
the theory of social interaction effects on the
quality of post-graduate education”, Journal of
Chengdu College of Education, vol.4, no.20, pp.
45-47, 2006.
[5] Cong Li-xin, “Teaching method of reasonable and
legitimate”. Education research, vol.7, pp. 64-72,
2008.
[6] Chen Zhen-hua, “Teaching method and the crisis”,
Education theory and practice, vol.31, pp. 50-53,
2011.
[7] Zhao Dong-chen, “Teaching method in university
effective classroom teaching mode of use”,
100
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