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Article | 07-May-2018

The Reform and Innovation of Ideological and Political Teaching Under the Multimedia

, graphics, images, video, sound etc., making teaching intuitive, novelty, diversity and vivid characteristics, can give full play to the students’ thinking ability, cognitive ability and the ability to analyze problems, greatly improve the quality of teaching. Applying multimedia technology to the ideological and political course in colleges and universities can help improve the expressiveness and appeal of teaching content, inspire students’ interest in learning, increase the credibility and timeliness

Xing Bo

International Journal of Advanced Network, Monitoring and Controls, Volume 3 , ISSUE 1, 122–125

Article | 07-May-2018

Research on the Application of Political Teaching Under the Network Platform

context, the ideological and political theory needs a new teaching model to make up for the shortcomings of the traditional teaching model. After a series of explorations, it is found that the teaching mode, which is based on classroom teaching and the network teaching is supplemented, is a new model in line with the requirements of the times. The network teaching platform of the ideological and political course has emerged as a new part of the network teaching.

Pan Yingli

International Journal of Advanced Network, Monitoring and Controls, Volume 3 , ISSUE 2, 95–98

Article | 30-November-2018

“Lazarus” school rising: Finding renewed hope with a “little help from our friends”

approach provides a direct link between one’s philosophy, with its implicit assumptions, and the explicit principles and practices that are associated with that philosophy (Giles 1995; Knight 1989). Ideologies considered as shared understandings when framed using component theories can assist in the fleshing out of a new expression of education elicited across interviews. Our major question was; “What is the ideological nature of STEAM schooling as seen from the principal and teachers’ perspective?” A

Andrew Bills, Amy Hamilton, Ben Wadham

Journal of Educational Leadership, Policy and Practice, Volume 34 , 66–87

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