Teaching Evaluation of Modern Chinese History Courses for Different Majors

Huijun Zhou

doi:doi:10.11648/j.history.20190702.11

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Teaching Evaluation of Modern Chinese History Courses for Different Majors

Huijun Zhou

Published in History Research (Volume 7, Issue 2)

Received: 18 September 2019 Accepted: 26 September 2019 Published: 10 October 2019

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Abstract

Only by understanding history can we correctly understand and grasp the objective laws of social development. Taking the teaching of the Modern Chinese History as the background, this study explores the actual academic performance of 967 students in 27 classes of 11 different majors, including: Clinical medicine, Chinese and western integrative medicine, Pharmacy, Bioscience, Bioengineering, Medical laboratory technology, Animal nutrition and feed science, Aquaculture, Pratacultural science, Ecology as well as Landscape architecture, in Yangzhou University of China. We mainly investigate the influence of the same teaching method on different majors by means of statistical analysis. The results show that the current teaching methods have a significant impact on the teaching effect of three majors: Bioengineering, Pratacultural science and Ecology. This means that the ratio of impact of the same teaching methods to different majors accounts for 27.27%. In addition, we also find that there are significant differences between Bioengineering and other five majors, such as Clinical Medicine, Chinese and Western integrative medicine, Animal nutrition and feed science, Aquaculture as well as Pratacultural science. It is hoped that the analysis results of this paper may provide some theoretical basis and reference for the study of historical teaching methods, and also provide relevant information for overseas modern Chinese history research institutions to understand the learning situation of history of China in this period.

Published in	History Research (Volume 7, Issue 2)
DOI	10.11648/j.history.20190702.11
Page(s)	27-31
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Modern Chinese History, Teaching Evaluation, Gaussian Distribution

References

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[2]	D. G. Atwill, Y. R. Y. Atwill (2009). Sources in Chinese History: Diverse Perspectives from 1966 to the Present, Pearson Higher Education, 1st edition.
[3]	J. G. Wang (2009). An Analysis of the special teaching mode of the course "Outline of modern Chinese history"—Taking Peking University as an example, Leading Journal of Ideological & Theoretical Education, Issue 3, pp. 91-94. (in Chinese).
[4]	J. G. Wang (2010). An Analysis of the special teaching mode of the course "Outline of modern Chinese history", Teaching and Research, Issue 6, pp. 94-96. (in Chinese).
[5]	J. Israel (1999). Lianda: a Chinese university in war and revolution, Stanford University Press, 1st edition.
[6]	The CPC Central Committee & the State Council (2004). Opinions on further strengthening and improving ideological and political education for university students, Document ID 16. (in Chinese).
[7]	L. X. Liu (2011). My cognition about the course teaching of the guidelines on modern Chinese history, Theory Learning, Issue 13, pp. 275-277. (in Chinese).
[8]	J. Lim (2016). Modern Chinese history; Confucius in East Asia: Confucianism’s history in China, Korea, Japan and Viet Nam, Asian Studies Review, Vol. 40: 1, pp. 137-138.
[9]	J. Israel (2013). History of modern China, Semester at Sea Course Syllabus, HIEA 3559.
[10]	T. Cheek (2015). The intellectual in modern Chinese history, Cambridge and New York: Cambridge University Press.
[11]	J. Israel (1967). The red guards in historical perspective: continuity and change in the Chinese youth movement, The China Quarterly, Vol. 30, pp. 1-32.
[12]	T. D. DuBois, J. Kiely eds. (2019). Fieldwork in modern Chinese history: a research guide, Routledge, 1st edition.
[13]	J. A. Fogel (2015). Recent Japanese studies of modern Chinese history (II), Routledge.
[14]	Y. Z. Ding, E. Mark (2018). How to write Chinese history in the twenty-first century: The impact of the “new Qing history” studies and Chinese responses, Chinese Studies in History, Vol. 51, pp. 70-95.
[15]	H. N. Zhang (2019). Study on existing problems and suggested solutions of teaching in history of Chinese modern literature course, Advances in Social Science, Education and Humanities Research, Vol. 294, pp. 401-405.
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Huijun Zhou. (2019). Teaching Evaluation of Modern Chinese History Courses for Different Majors. History Research, 7(2), 27-31. https://doi.org/10.11648/j.history.20190702.11

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ACS Style

Huijun Zhou. Teaching Evaluation of Modern Chinese History Courses for Different Majors. Hist. Res. 2019, 7(2), 27-31. doi: 10.11648/j.history.20190702.11

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AMA Style

Huijun Zhou. Teaching Evaluation of Modern Chinese History Courses for Different Majors. Hist Res. 2019;7(2):27-31. doi: 10.11648/j.history.20190702.11

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@article{10.11648/j.history.20190702.11,
  author = {Huijun Zhou},
  title = {Teaching Evaluation of Modern Chinese History Courses for Different Majors},
  journal = {History Research},
  volume = {7},
  number = {2},
  pages = {27-31},
  doi = {10.11648/j.history.20190702.11},
  url = {https://doi.org/10.11648/j.history.20190702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.history.20190702.11},
  abstract = {Only by understanding history can we correctly understand and grasp the objective laws of social development. Taking the teaching of the Modern Chinese History as the background, this study explores the actual academic performance of 967 students in 27 classes of 11 different majors, including: Clinical medicine, Chinese and western integrative medicine, Pharmacy, Bioscience, Bioengineering, Medical laboratory technology, Animal nutrition and feed science, Aquaculture, Pratacultural science, Ecology as well as Landscape architecture, in Yangzhou University of China. We mainly investigate the influence of the same teaching method on different majors by means of statistical analysis. The results show that the current teaching methods have a significant impact on the teaching effect of three majors: Bioengineering, Pratacultural science and Ecology. This means that the ratio of impact of the same teaching methods to different majors accounts for 27.27%. In addition, we also find that there are significant differences between Bioengineering and other five majors, such as Clinical Medicine, Chinese and Western integrative medicine, Animal nutrition and feed science, Aquaculture as well as Pratacultural science. It is hoped that the analysis results of this paper may provide some theoretical basis and reference for the study of historical teaching methods, and also provide relevant information for overseas modern Chinese history research institutions to understand the learning situation of history of China in this period.},
 year = {2019}
}

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TY  - JOUR
T1  - Teaching Evaluation of Modern Chinese History Courses for Different Majors
AU  - Huijun Zhou
Y1  - 2019/10/10
PY  - 2019
N1  - https://doi.org/10.11648/j.history.20190702.11
DO  - 10.11648/j.history.20190702.11
T2  - History Research
JF  - History Research
JO  - History Research
SP  - 27
EP  - 31
PB  - Science Publishing Group
SN  - 2376-6719
UR  - https://doi.org/10.11648/j.history.20190702.11
AB  - Only by understanding history can we correctly understand and grasp the objective laws of social development. Taking the teaching of the Modern Chinese History as the background, this study explores the actual academic performance of 967 students in 27 classes of 11 different majors, including: Clinical medicine, Chinese and western integrative medicine, Pharmacy, Bioscience, Bioengineering, Medical laboratory technology, Animal nutrition and feed science, Aquaculture, Pratacultural science, Ecology as well as Landscape architecture, in Yangzhou University of China. We mainly investigate the influence of the same teaching method on different majors by means of statistical analysis. The results show that the current teaching methods have a significant impact on the teaching effect of three majors: Bioengineering, Pratacultural science and Ecology. This means that the ratio of impact of the same teaching methods to different majors accounts for 27.27%. In addition, we also find that there are significant differences between Bioengineering and other five majors, such as Clinical Medicine, Chinese and Western integrative medicine, Animal nutrition and feed science, Aquaculture as well as Pratacultural science. It is hoped that the analysis results of this paper may provide some theoretical basis and reference for the study of historical teaching methods, and also provide relevant information for overseas modern Chinese history research institutions to understand the learning situation of history of China in this period.
VL  - 7
IS  - 2
ER  -

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Author Information

Huijun Zhou

College of Marxism, Yangzhou University, Yangzhou, China

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Plain Text BibTeX RIS

APA Style

Huijun Zhou. (2019). Teaching Evaluation of Modern Chinese History Courses for Different Majors. History Research, 7(2), 27-31. https://doi.org/10.11648/j.history.20190702.11

Copy | Download

ACS Style

Huijun Zhou. Teaching Evaluation of Modern Chinese History Courses for Different Majors. Hist. Res. 2019, 7(2), 27-31. doi: 10.11648/j.history.20190702.11

Copy | Download

AMA Style

Huijun Zhou. Teaching Evaluation of Modern Chinese History Courses for Different Majors. Hist Res. 2019;7(2):27-31. doi: 10.11648/j.history.20190702.11

Copy | Download

@article{10.11648/j.history.20190702.11,
  author = {Huijun Zhou},
  title = {Teaching Evaluation of Modern Chinese History Courses for Different Majors},
  journal = {History Research},
  volume = {7},
  number = {2},
  pages = {27-31},
  doi = {10.11648/j.history.20190702.11},
  url = {https://doi.org/10.11648/j.history.20190702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.history.20190702.11},
  abstract = {Only by understanding history can we correctly understand and grasp the objective laws of social development. Taking the teaching of the Modern Chinese History as the background, this study explores the actual academic performance of 967 students in 27 classes of 11 different majors, including: Clinical medicine, Chinese and western integrative medicine, Pharmacy, Bioscience, Bioengineering, Medical laboratory technology, Animal nutrition and feed science, Aquaculture, Pratacultural science, Ecology as well as Landscape architecture, in Yangzhou University of China. We mainly investigate the influence of the same teaching method on different majors by means of statistical analysis. The results show that the current teaching methods have a significant impact on the teaching effect of three majors: Bioengineering, Pratacultural science and Ecology. This means that the ratio of impact of the same teaching methods to different majors accounts for 27.27%. In addition, we also find that there are significant differences between Bioengineering and other five majors, such as Clinical Medicine, Chinese and Western integrative medicine, Animal nutrition and feed science, Aquaculture as well as Pratacultural science. It is hoped that the analysis results of this paper may provide some theoretical basis and reference for the study of historical teaching methods, and also provide relevant information for overseas modern Chinese history research institutions to understand the learning situation of history of China in this period.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Teaching Evaluation of Modern Chinese History Courses for Different Majors
AU  - Huijun Zhou
Y1  - 2019/10/10
PY  - 2019
N1  - https://doi.org/10.11648/j.history.20190702.11
DO  - 10.11648/j.history.20190702.11
T2  - History Research
JF  - History Research
JO  - History Research
SP  - 27
EP  - 31
PB  - Science Publishing Group
SN  - 2376-6719
UR  - https://doi.org/10.11648/j.history.20190702.11
AB  - Only by understanding history can we correctly understand and grasp the objective laws of social development. Taking the teaching of the Modern Chinese History as the background, this study explores the actual academic performance of 967 students in 27 classes of 11 different majors, including: Clinical medicine, Chinese and western integrative medicine, Pharmacy, Bioscience, Bioengineering, Medical laboratory technology, Animal nutrition and feed science, Aquaculture, Pratacultural science, Ecology as well as Landscape architecture, in Yangzhou University of China. We mainly investigate the influence of the same teaching method on different majors by means of statistical analysis. The results show that the current teaching methods have a significant impact on the teaching effect of three majors: Bioengineering, Pratacultural science and Ecology. This means that the ratio of impact of the same teaching methods to different majors accounts for 27.27%. In addition, we also find that there are significant differences between Bioengineering and other five majors, such as Clinical Medicine, Chinese and Western integrative medicine, Animal nutrition and feed science, Aquaculture as well as Pratacultural science. It is hoped that the analysis results of this paper may provide some theoretical basis and reference for the study of historical teaching methods, and also provide relevant information for overseas modern Chinese history research institutions to understand the learning situation of history of China in this period.
VL  - 7
IS  - 2
ER  -

Copy | Download