Frontiers in Educational Research, 2026, 9(3); doi: 10.25236/FER.2026.090302.
Zhihua Feng, Dayong Zhou
School of Physics, Dalian Jiaotong University, Dalian, China
Course instruction represents a central component of student development in higher education. The selection and implementation of instructional models play a decisive role in shaping instructional effectiveness and learning outcomes. As higher education shifts from expansion-oriented development to quality-oriented improvement, traditional teacher-centered lecturing alone has proven insufficient to address students’ increasingly diverse learning needs. Against this background, this study examines instructional models in the teaching process of university courses. By clarifying the relationship between curriculum design and classroom instruction, it systematically analyzes the conceptual foundations and implementation principles of heuristic instruction, lecture-based instruction, self-directed learning, and cooperative learning. Furthermore, the study explores the alignment between different instructional models and corresponding teaching methods. The findings indicate that the flexible integration and dynamic adjustment of multiple instructional models constitute an effective approach to enhancing instructional quality, promoting learner engagement, and fostering the development of higher-order competencies.
University Courses, Classroom Teaching, Instructional Models, Teaching Methods
Zhihua Feng, Dayong Zhou. An Exploration of Teaching Models in the Teaching Process of University Courses. Frontiers in Educational Research (2026), Vol. 9, Issue 3: 9-13. https://doi.org/10.25236/FER.2026.090302.
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