Innovation in Teaching and Assessment Models for Philosophy Courses in Universities in the Digital Era
Saved in:
| Title: | Innovation in Teaching and Assessment Models for Philosophy Courses in Universities in the Digital Era |
|---|---|
| Language: | English |
| Authors: | Yixin Chen, Lingbo Xu |
| Source: | Higher Education Studies. 2026 16(1):190-195. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Innovation, Evaluation Methods, Teaching Methods, Philosophy, Teaching Models, Educational Change, Universities, Technology Uses in Education, Foreign Countries |
| Geographic Terms: | China |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | The development of the digital era provides new opportunities and impetus for innovation in the teaching model of philosophy courses in universities. The traditional teaching model, primarily focused on text reading and teacher lectures, struggles to fully stimulate students' interest in speculative thinking, making it difficult for students to comprehend abstract ethical ideas. The innovation in teaching and assessment models for university philosophy courses, by introducing rich digital resources and online collaboration platforms among other digital tools, enhances the interactivity and experiential nature of teaching. This not only promotes a shift in teaching methods from one-way knowledge transmission from teacher to student towards dynamic interactive inquiry between teachers and students but also fosters interdisciplinary integration between philosophy and fields like information technology. This paper takes the course reform of "Selected Readings in Classic Ethical Works" as an example to explore the specific application paths, effectiveness, and areas for improvement of digital technology in philosophy education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505500 |
| Database: | ERIC |
| Abstract: | The development of the digital era provides new opportunities and impetus for innovation in the teaching model of philosophy courses in universities. The traditional teaching model, primarily focused on text reading and teacher lectures, struggles to fully stimulate students' interest in speculative thinking, making it difficult for students to comprehend abstract ethical ideas. The innovation in teaching and assessment models for university philosophy courses, by introducing rich digital resources and online collaboration platforms among other digital tools, enhances the interactivity and experiential nature of teaching. This not only promotes a shift in teaching methods from one-way knowledge transmission from teacher to student towards dynamic interactive inquiry between teachers and students but also fosters interdisciplinary integration between philosophy and fields like information technology. This paper takes the course reform of "Selected Readings in Classic Ethical Works" as an example to explore the specific application paths, effectiveness, and areas for improvement of digital technology in philosophy education. |
|---|---|
| ISSN: | 1925-4741 1925-475X |
