Research on Innovative Reform of Teaching and Learning Paradigm in the Context of Digital Education

DOI

10.2991/978-2-38476-253-8_4How to use a DOI?

Keywords

Digitalization of education; Teaching paradigm; Learning paradigm; Teaching reform

Abstract

In the context of digital education, innovative reforms in teaching and learning paradigms have become the key to promoting modernization of education. This reform aims to break traditional teaching and learning models, fully utilize digital technology and resources, and achieve personalized, interactive, and efficient teaching processes. Innovation and reform emphasize the subjectivity and participation of students, encourage them to actively participate, explore and cooperate, and cultivate their self-learning ability and innovative spirit. At the same time, the reform also focuses on the scientific and systematic nature of the teaching process, and emphasizes the feedback and regulatory role of teaching evaluation. Through innovative reforms, we can better adapt to the educational needs of the digital age, improve educational quality, promote educational equity, promote changes in educational models, and inject new impetus into future educational development.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yuexin Chen
PY  - 2024
DA  - 2024/05/28
TI  - Research on Innovative Reform of Teaching and Learning Paradigm in the Context of Digital Education
BT  - Proceedings of the 2024 3rd International Conference on Humanities, Wisdom Education and Service Management (HWESM 2024)
PB  - Atlantis Press
SP  - 17
EP  - 23
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-253-8_4
DO  - 10.2991/978-2-38476-253-8_4
ID  - Chen2024
ER  -