Adopting Aps Teaching Method Parallel Peer Scaffolding Process And Integrating Into Boppps Model For Online Teaching

Abstract

The purpose of this study is to analyze the learning effect of the innovative teaching trilogy of APS teaching method parallel peer scaffolding process and then integrated into BOPPPS model for online teaching. The first part of the teaching strategy constructed in this study - APS teaching method, is mainly aimed at the course design in the teaching process of teachers, including asking, presenting and scaffolding. The second part is the peer-to-peer scaffolding process. Through the peer-to-peer eagle case process, students are trained to interpret, evaluate and communicate the information generated by managing case study and analysis, so that students can use case study in the classroom to improve learning motivation and enhance learning from peer scaffolding. The third part is the BOPPPS model, which will use the university's innovative classrooms, so that students can understand each other's situation face to face, and through the common practical cases in the class materials, find related practical applications of the same type, so that students are willing to actively participate and become BOPPPS The most important teaching method is the initial introduction, which is expected to attract student’s attention, to be interested in the unit content, and to be able to understand the teaching objectives of this unit, to arouse student’s interest in management concepts through different interesting teaching materials learn. This program uses pre-tests to understand the basic knowledge of students, so as to accurately grasp the mentality of all students facing management courses, their cognition of management majors, their interest in case study and analysis, and their past efforts. Through the positive encouragement in the peer scaffolding group and the guidance of warm-up questions before class, this research can effectively grasp the learning status of students from different backgrounds, so that all students can fully immerse themselves in a positive and effective learning atmosphere. It can reverse the learning pressure of online teaching for students in the technical and vocational system, and enable students to effectively apply the professional knowledge acquired in this research institute in the face of future business operations and corporate governance.