Strategies to Improve the Effectiveness of Classroom Teaching for Philosophy Teachers

Abstract

The purpose of this study is to achieve two objectives. First, to compare the effectiveness of philosophy classes in two administrative classes of Liupanshui Normal University, and to explore the influence of the strategies used by the teachers in the two administrative classes in philosophy teaching on the students. Secondly, through the comparison and discussion of the first point, this paper puts forward the implementation strategies to improve the effectiveness of philosophy classroom, so that students can accept and absorb these knowledge points to the maximum extent to improve the teaching effect. Liupanshui Normal University is located in a remote mountain area of China, so students don't have enough knowledge and guidance in philosophy. Therefore, it is necessary to improve students' philosophical quality through effective classroom practice, so that they can better adapt to the society. Taking case study as the research method, this paper conducted observation, questionnaire survey, interview and literature analysis on philosophy teachers, students, parents, employers and school administrators. The results show that the effect of traditional teaching methods is not as good as audio-visual teaching tools, and the application of audio-visual materials in philosophy teaching has successfully endowed students with higher intellectual value and stimulated their creativity and innovative spirit. In addition, continuous improvement in teachers' emphasis on evaluation feedback, interaction and knowledge literature learning has a positive impact on students, as these strategies encourage them to use higher-level thinking skills.