Interdisciplinary Teaching Reform of Financial Engineering Majors Based on the Analytic Hierarchy Process in the Post-Pandemic Era

In the post-epidemic era, the labor market has become increasingly complex, making it even more crucial to incorporate sustainability into employment demand. As we enter the post-pandemic era, a globalization trend has become more apparent. It is crucial to modernize employability through educational reform in order to assist employees in enhancing their professional skills. This study began by analyzing the importance of financial engineering practice instruction and graduate employability in the post-epidemic era. Second, the study proposed the content and a plan for inter-disciplinary teaching reform to address talent cultivation needs based on labor market requirements. Third, a face-to-face survey and interview were conducted with students affected by changes in teaching, and the results were analyzed and summarized. On this basis, the impact of education reform was evaluated using both the expert scoring method and the analytic hierarchy approach. The results indicated that the suggested financial engineering teaching reform program improved the school's discipline strength, enrollment rate, employment rate, and competition awards, especially discipline strength. This research can be used to inform the teaching of financial engineering majors in various countries, assist job candidates in enhancing their professional skills, and build a formidable talent pool for the labor market.

Research on blended teaching reform based on computational thinking

The outbreak of COVID-19 has impacted traditional teaching methods in schools, and blended teaching in the post-pandemic has gradually become a hot topic of research in higher education. Computational thinking, as one of the core literacies to be acquired in the 21st century, can help students realize the importance of computers as well as enable them to solve specific problems more effectively when facing real-life situations. The article takes the C language programming course as an example, analyzes the problems faced in teaching in the post-pandemic, introduces the concept of computational thinking and integrates it into all aspects of blended teaching design, pays attention to students' individual differences, and proposes a blended teaching model based on computational thinking and puts it into practice. The results show that this teaching model can improve students' learning performance, exercise students' computational thinking skills, and promote blended teaching reform and students' personalized development. © 2022 IEEE.

Online and Offline Mixed Teaching Reform in the Practical Course of Artificial Intelligence and Application

It is necessary to ensure the quality of students' courses, especially practical courses, which is an important part of higher education, and plays a positive role in promoting and popularizing the improvement of innovation and entrepreneurship in the face of the non suspension of classes and schools under the COVID-19. This paper explores the mode of online and offline combined with ideological and political education mixed teaching reform in the course, in order to explore the educational functions and ideological and political elements of the course from the practical contents and objectives from the practical course of artificial intelligence foundation, explore the implementation methods and teaching concepts of ideological and political education in the course, so that students can better master and understand knowledge comprehensively, improve the results of students' ideological and moral education, and explore the reform mode which satisfy the requirements of talent training. © 2022 IEEE.

Informatization-based Teaching Reform and Practice of International Finance Course under the Background of 'Internet plus'

With the popularization and application of Internet technology in teaching and the exploration and practice of online teaching during the period of COVID-19, information-based teaching reform has become one of the effective ways to improve the teaching quality of colleges and universities. This paper analyzes the exploration and research on the information-based teaching reform of International Finance course in the Post-Epidemic Period by using the 'Student-Centered Learning' (SCL) concept and relying on the superstar Learning platform. Such corresponding measures are put forward as deconstructing and reconstructing the course content, designing task with difficulty-oriented, integrating ideological and education into the reform, and building a '341' teaching system. The reform has resulted in significant effect. Firstly, students are more enthusiastic about learning. Secondly, curriculum construction is more complete. And thirdly, significant Demonstration effect is achieved. © 2022 IEEE.

Research on University Teaching Quality Evaluation and Guarantee System Based on Block Chain Technology

Influenced by the COVID-19 epidemic in the past two years, colleges and universities at home and abroad have adopted a combination of online and offline teaching reform, education informatization and intelligent talent training methods, which have become the focus of research for educators. The teaching quality is related to the quality of talent cultivation, and the intelligence, fairness and accuracy of the teaching evaluation system are particularly important. And block chain technology is decentralized and safe and reliable features, so the development of the technology based on big data and chain blocks obeys the law of education development of teaching evaluation system, to solve the shortage of the current appraisal system, and realize the sharing of teaching resources, integrate and optimize the teaching resources, promoting the standardization and standardization of teaching resources construction, To promote the construction and better development of disciplines in colleges and universities. © 2022 IEEE.

Research on the Teaching Reform of Inorganic Chemistry Based on SPOC and FCM during COVID-19

The COVID-19 pandemic has created a fundamental shift in the Chinese education system, which has compelled teachers and students to accommodate the process of online learning in a short period of time. Accompanied by the advancement of information technology and the emergence of small private online courses (SPOCs), a variety of online programs containing a wealth of new materials and novel pedagogical approaches have emerged. However, there is a lack of awareness among researchers about the efficacy of utilizing shared SPOCs in teaching at conventional universities. Flipped classroom model (FCM) can make up for this defect. This study aims to investigate the effectiveness of flipped learning on the basis of SPOC and to suggest explicit criteria for its reuse in conventional college education. We carried out a quasi-experiment in a course on inorganic chemistry and examined findings with regard to the engagement and performance of the learners. We also conducted a post-task questionnaire and interviews to examine the experiences of the students so that those experiences could be incorporated into the design and study plan for flipped learning based on SPOCs. It was shown that the average performance of students in the flipped SPOC-based classroom was superior to that of students in the traditional classroom. Furthermore, the combination of quantitative and qualitative data showed that the majority of students experienced the flipped classroom favorably regarding student interaction, accessible learning resources, and proactive academic outcomes.

Exploration of Online Teaching of Clinical Microbiology Based on PDCA Circulation

In order to “keep learning when class suspended” during the epidemic caused by coronavirus disease (COVID-19), the teaching team of clinical microbiology course makes full use of information technology to innovate the teaching mode and introduce the PDCA circulation in the field of quality management into online teaching. The teaching design is made from the four stages of plan, do, check and act. This method advocates that students should learn by themselves before class, actively discuss in class, expand thinking after class and show their learning achievements in various ways, so as to implement the “student-centered” concept. The teaching team can achieve online knowledge transfer on the basis of closed-loop integrity and continuity circulation, which provides a reference for improving the information technology teaching ability of the teaching team. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.