How Interactive Teaching Promotes Student Self-Development
DOI:
https://doi.org/10.54097/kpex0j88Keywords:
Interactive teaching, Self-development, Constructivism, Higher education, Learning autonomyAbstract
As a student-centred teaching paradigm, interactive teaching is receiving increasing attention in higher education. Drawing on constructivist learning theory, this paper systematically explores the underlying mechanisms through which interactive teaching promotes student self-development. Research indicates that interactive teaching can effectively enhance students’ metacognitive abilities, awareness of autonomous learning, and self-efficacy through pathways such as creating dialogic contexts, stimulating cognitive conflict, and facilitating meaning negotiation. The paper further analyses the differentiated roles of three fundamental forms of interaction—teacher-student, student-student, and human-environment—in student self-development, and proposes strategic recommendations for optimising the design of interactive teaching.
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