To further strengthen the development of the faculty team of our school, improve young teachers’ teaching competency, and fully leverage the philosophy of promoting teaching, research and reform through competitions, a special training session was held by the School of Basic Medical Sciences and Life Sciences on the afternoon of October 29. The session aimed to help teachers grasp key points for preparing for the Teaching Innovation Competition. Professor Wang Qi from the School of Public Health was invited to deliver the keynote sharing. Young teachers and relevant administrative staff of the school attended the event, which was presided over by Vice Dean Kong Delong.
During the workshop, Professor Wang first systematically distinguished between the Young Teacher Teaching Competition and the Teaching Innovation Competition, clarifying core information including the organizers, eligible participants, evaluation priorities, competition schedules, and track divisions. She focused on analyzing the internal logic and preparation essentials for the three core submission materials of the Teaching Innovation Competition: the teaching innovation achievement report, in-class teaching video recording, and innovation presentation.
To help participants intuitively understand the design logic of high-quality lessons, Professor Wang dissected award-winning courses in detail. Her analysis covered identification of teaching challenges, closed-loop teaching design, application of diversified teaching methods, integration of curriculum-based ideological and political education, research-informed teaching, and blackboard layout design. She also shared practical preparation strategies, such as highlighting students’ principal role in learning, enriching visual presentation in class, and consolidating fundamental teaching skills. Professor Wang further encouraged teachers to keep student education at the heart of competition preparation. Regardless of the final competition results, the iterative polishing process itself can effectively drive classroom teaching reform.
In the Q&A session, participating teachers raised practical questions actively, including the suitability of experimental courses for the competition, compression and editing of recorded videos for experimental classes, and video production for consecutive teaching sessions. Drawing on her own competition experience, Professor Wang provided detailed responses and actionable operational suggestions for each question.
In his closing remarks, Vice Dean Kong expressed gratitude to Professor Wang for his insightful sharing. He commented that the training featured substantial content and accessible case studies, addressing many difficulties encountered by teachers in competition preparation. He encouraged participating teachers to seek further guidance and organize lesson rehearsals and seminars, closely integrating competition preparation with routine classroom reform to achieve better educational outcomes.
(First reviewer: Wang Lei; Second reviewer: Kong Delong; Third reviewer: Han Hongliu)
