Author(s)

Donghui Liu ¹

Affiliation(s)

¹ Department of Computers, Lianyungang Teachers' College, Lianyungang, 222000, China

Corresponding Author

Donghui Liu

ABSTRACT

This study aims to explore the effectiveness and impact of integrating brain science and psychology teaching models into the curriculum teaching of software majors in vocational colleges. Through empirical research, we have verified that the integration of these two scientific teaching models can significantly enhance students' learning motivation, participation, and performance. The study emphasizes the application of brain science such as personalized learning, emotional management, and cognitive load theory, and combines psychological teaching models such as discovery learning, situational learning, and collaborative learning, providing innovative perspectives for software major teaching. The experimental design includes detailed experimental steps, integration of teaching models, assessment of teaching effectiveness, and collection and analysis of student feedback. The results show that this integrated model not only promotes in-depth learning among students but also improves teaching effectiveness, providing practical guidance for educators and a reference for teaching model innovation in other disciplines and professional fields.

KEYWORDS

Brain Science, Psychology, Teaching Models, Vocational Education, Software Major

CITE THIS PAPER

Donghui Liu, The Integration of Brain Science and Psychology Teaching Models into the Curriculum Teaching of Software Major Groups in Vocational Colleges Research. Applied & Educational Psychology (2024) Vol. 5: 166-172. DOI: http://dx.doi.org/10.23977/appep.2024.050424.

REFERENCES

[1] Jones, E., & Smith, A. (2021). The impact of brain-based learning strategies in higher education. Journal of Educational Neuroscience, 16(2), 123-134.
[2] Davenport, J. L., & Tsai, Y. (2020). Personalized learning in vocational education: A brain science perspective. International Journal of Vocational Education and Training, 27(1), 56-68.
[3] Fernandez, M., & Morris, K. (2019). Cognitive load theory and its application to software engineering education. ACM Transactions on Computing Education, 19(4), 1-19.

Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education