On the afternoon of September 26, the 2024 Teaching Innovation Competition for Teachers in the School of Finance and Public Administration of Hubei University of Economics was successfully held in Room 420 of Mingbian Building. After the teaching innovation report evaluation in the preliminary round, 23 teachers were selected, and 6 of them participated in the teaching design innovation presentation in the semi-finals. After intense competition, four teachers, including Liu Bingxi, will represent the school to participate in the university-level teaching innovation competition.
The Teaching Innovation Competition for Teachers is a powerful impetus for the development and teaching training of university teachers and a beautiful stage to showcase the development level of higher education teaching. This competition closely focuses on the theme of a high-quality education system, effectively supports the construction of four new initiatives (new engineering, new medicine, new liberal arts, and new agriculture), comprehensively promotes the ideological and political construction of courses, and carefully builds a benchmark for teaching innovation and exchange among teachers in the school. The competition is divided into three major groups: new liberal arts, new medicine, and ideological and political education in courses. It consists of two stages: teaching innovation report evaluation and teaching design innovation presentation. Teachers from the Teaching Committee served as judges, and Ren Li, the deputy director of teaching, presided over the competition. Teachers from the entire school observed the competition on site.
Participating teachers focused on improving the quality of independently cultivating talents through curriculum innovation. In the new liberal arts group, Teacher Lv Lina opened up teaching innovation ideas for the Public Administration course with integration and innovation as the main thread. Firstly, she emphasized value guidance to promote the resonance between professional education and ideological and political education. Secondly, she formed an interdisciplinary teacher team and implemented a one course, multiple teachers teaching mode. Thirdly, she continuously optimized teaching content and built an inclusive curriculum knowledge system. Fourthly, she applied the project-based learning method to create a student-centered flipped classroom. Fifthly, she strengthened the construction of course resources and created a good digital teaching environment.
Teacher Chen Zhenghong focused on strengthening problem orientation and promoting the innovation and practice of the Taxation course that integrates theory and practice. He continuously innovated the teaching process and methods, effectively solving difficulties in understanding the construction of abstract theories, the need to strengthen the ability to combine theory and practice, and difficulties in motivating cross-disciplinary learning initiatives. He guided students to not only know what it is but also understand why it is.
Teacher Wu Min took systematically enhancing students' innovative and critical thinking as the main learning thread and used the Socratic questioning method as the content focus. She widely integrated disciplinary and professional issues and social realities into her teaching practice, centering on systematic thinking, reverse thinking, scientific hypotheses, deductive thinking, etc., to conduct knowledge-extensive and deep, ability-systematic, and quality-comprehensive education. She formed a curriculum teaching system of guidance, learning, teaching, practice, and evaluation and achieved the curriculum goals of macro perspective, forward-looking observation, thinking expansion, and practice orientation.
In the new medicine group, Teacher Yang Xiaotian introduced the teaching innovation achievements of the Introduction to Social Security course by addressing the teaching problem points and activating students' likability. By focusing on the four questions based on students' learning situations, creating a mixed five courses, and solidifying students' five senses with innovative ideas, she explored students' blind spots, conducted promotional guidance, and cultivated their sense of belonging. She addressed students' obstacles, comprehensively arranged resource content, and stimulated their freshness. She discovered students' interests and enhanced their satisfaction. She identified students' difficulties, simplified complexities, and achieved stillness to move, enhancing their sense of achievement. She assessed students' doubts, led with projects, integrated knowledge and action, and enriched students' sense of participation.
Teacher Shen Jie used four hes to creatively elaborate on the pain points of learning situations in the Public Policy course, namely, the invisible he, the elusive he, the unachievable he, and the incomprehensible he. From the perspective of action learning, she introduced the framework of classroom teaching, scientifically planned different time periods before, during, and after class, and formed a four-same curriculum teaching system of same planning, same design, same teaching, and same assessment, achieving the full-process training goals of eager to learn, happy to learn, knowledgeable to learn, and evaluative to learn.
In the ideological and political education in courses group, Teacher Liu Bingxi, combining her practical experience on a secondment to the Finance Bureau, elaborated on the three disconnects between theoretical and practical education, curriculum education and ideological and political education, and classroom teaching and curriculum management. She deeply explored the integration path of ideological and political elements in the Public Finance course, introduced in detail how the curriculum team continuously improved the systematicness and scientificity of ideological and political education in the course, and created a three-dimensional education field to achieve immersive education.
Good winds provide leverage; it is the right time to set sail. Taking this competition as an opportunity, the school will carefully summarize the related work of the teaching competition for teachers, practically use the teaching innovation competition as an important means to deepen teaching reform and improve undergraduate teaching quality, implement comprehensive measures, work hard for a long time to achieve success, strive to build a high-quality teaching team that adapts to the new generation of information technology, and strive to achieve excellent results in the university competition.