Scholarlink

With the global movement towards smart education, this study describes the implementation of smart teaching concept in College A and demonstrates its effectiveness, primarily its effect on teaching quality and the academic performances of college English classes. Specifically, a comparative analysis was conducted between the two classes: one with a traditional classroom and traditional teaching methods and the other with a smart classroom and smart teaching concept, which aims to evaluate the academic performances of the two classes as well as the differences between the urban and the rural students. The findings have shown that the final scores of students taught with the smart education concept are significantly higher than those taught in the traditional classroom. Notably, despite urban students having higher entrance scores, rural students have performed better in final scores under the smart teaching model and demonstrated greater progress. As a result of this study, it can be concluded that smart teaching can not only improve students’ academic performances in English learning, but also enhance educational equity for rural students in particular.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Empowering Education: How the Smart Education Concept Improves English Learning and Bridges Urban–Rural Gaps—A Case Study in College A

  • 章节

  • 发表日期：

    2025年

查看全文
  • Yeting Hu,
  • Lan Mi,
  • Ping Dai,
  • Muhammad Suzana,
  • Min Wu

摘要

With the global movement towards smart education, this study describes the implementation of smart teaching concept in College A and demonstrates its effectiveness, primarily its effect on teaching quality and the academic performances of college English classes. Specifically, a comparative analysis was conducted between the two classes: one with a traditional classroom and traditional teaching methods and the other with a smart classroom and smart teaching concept, which aims to evaluate the academic performances of the two classes as well as the differences between the urban and the rural students. The findings have shown that the final scores of students taught with the smart education concept are significantly higher than those taught in the traditional classroom. Notably, despite urban students having higher entrance scores, rural students have performed better in final scores under the smart teaching model and demonstrated greater progress. As a result of this study, it can be concluded that smart teaching can not only improve students’ academic performances in English learning, but also enhance educational equity for rural students in particular.