Global Theologies directly addresses both method and content by identifying local resources, successful pedagogies of inclusion, and best practices for teaching theology in a global context. The teaching of theology with a global awareness has to wrestle with the nature and scope of the theological curriculum, teaching methods, and the context of learning. As such, theological education has to form, teach, and train leaders of faith communities prepared to lead in a transnational world. Theological education, like theology itself, is becoming a truly global enterprise. It is expected that this method can improve studentвЂ™s interest and motivation in learning and help them comprehensively understand the abstract concepts of course content and technology theories, as well as the skill in practical application, through real-time and immersive surrounding observations and interactive interface operations, thereby can enhance the learning performance. This method converts the mode from teacherвЂ™s traditional theoretical lectures and the studentвЂ™s passive learning behaviors into immediate and dynamic operations, immersive observations changing combinations and bi-directional interactions, exchanges, and discussions.

Based on the digital image processing courses, an interactive teaching method containing immediate image retrieval, visual analysis and processing, imaging control, theoretical narration, and the extensive applications using AR technology and wearable devices is. In this paper, an innovative teaching model to reinforce the teaching performance of teachers and the learning performance is proposed.

El trabajo concluye llamando la atenciГіn sobre el hecho de que no debemos dejar de lado la planificaciГіn del lГ©xico, si bien el mejor modo de proceder al llevarla a cabo es un eclecticismo bien entendido. Estos parГЎmetros son: el alcance o los temas en torno a los que trabajamos el vocabulario la riqueza, es decir, el nГєmero y la tipologГa de unidades lГ©xicas que enseГ±amos y el grado de control o dominio que pretendemos que consigan los alumnos. Seguidamente, estableceremos los tres parГЎmetros que conviene tener en cuenta a la hora de planificar el lГ©xico que queremos desarrollar en clase. AsГ pues, comprobaremos que el vocabulario no ha recibido siempre la atenciГіn que se merecГa a lo largo de la historia de los mГ©todos de enseГ±anza de lenguas. En segundo lugar, haremos un repaso a diferentes modelos didГЎcticos y cГіmo han tratado estos el componente lГ©xico. la estructura de dicho sistema puede darnos importantes pistas sobre cГіmo enseГ±ar el vocabulario. En primer lugar, veremos que la competencia lГ©xica es una capacidad que reside en el lexicГіn y que. Read moreД®l objetivo de la presente comunicaciГіn es doble: por un lado, queremos llevar a cabo una reflexiГіn teГіrica sobre algunos aspectos relacionados con el proceso de enseГ±anza aprendizaje del lГ©xico por otro lado, pretendemos esbozar algunas posibles aplicaciones de dichos aspectos en el aula de E/LE. Data showed that students in the traditional group were not as successful as their peers in the inquiry-based group. Both felt that students learned the reasons for seasons. The traditional group teacher stated he would not make any changes but would add only a few units before teaching seasons. Upon completion of the inquiry-based lessons, the inquiry-based teacher stated that she will continue to utilize these lessons in the future and will not change any lessons. Both classroom teachers were interviewed in order to probe their thinking about their classroom practices and the strategies they used. The second teacher taught the same concepts using inquiry-based methodologies. school students with visual impairments using traditional instruction methodologies. The first teacher taught seasonal change concepts to middle.

These perceptions were compared to data that documented student learning of the science content of seasonal change. This study examines two classroom teachersвЂ™ of students with visual impairments perceptions of middle school students with visual impairments learning of seasonal change and the teaching methods used in their classrooms.

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