Exploration of innovative learning ability cultivation based on logistic regression

Teachers translate the well-structured knowledge in books into knowledge that fits into the structure of students’ minds and is easy for them to accept and store, paying attention to individual student differences and designing teaching objectives at different levels.

Constructivist psychology believes that teachers should change their role from being the transmitters and installers of knowledge to the organisers, facilitators, motivators and helpers of students’ learning, so that students can change from learning to being able to learn. Classroom teaching should actively promote heuristic teaching, case teaching and practical teaching, be in line with students’ ability level and cognitive development characteristics, remain close to students’ life experience and psychological aspects, be effective at creating learning situations and problem situations, pay attention to two-way communication and information feedback, stimulate college students’ interest in the inquiry and guide them to explore learning methods actively.

If conditions permit, teachers should follow the flipped classroom teaching model, strengthen teacher–student classroom interaction, mobilise students’ enthusiasm in classroom learning and require students to be able to use online resources for independent learning. The teaching should be focussed on developing students’ innovative learning skills, and cultivating their imagination, creativity and innovation through the cultivation of their creative and creative abilities.

Creative consciousness is an original concept and understanding that consists of curiosity, questioning and inculcation of the ability for independent thinking about things. Teachers should therefore change their previous indoctrination style of education, and the teaching mode should change to an open, interactive and heuristic one, focussing on cultivating students’ sense of innovation, independent thinking, etc.

In terms of assessment methods, attention is paid to not only the assessment of students’ academic performance but also the evaluation of the learning process, development potential and the spirit of innovation.

The traditional talent training system is biased towards teaching basic knowledge and imparting complex theories, neglecting the cultivation of application ability and a practical teaching system. Practice is the core of innovative learning. We need to completely change the teaching style that emphasises knowledge but not technology, concepts but not methods, and deviates significantly from real life conditions; and in particular, cultivation of students’ ability to learn innovatively in practice is an imperative and urgent need.

All knowledge comes from life and labour, and practice, especially social convention, is vast. It would be vastly more productive to stimulate students’ interest, activate their thinking and give them a free rein to put into practise, in a participative and feedback-incorporating environment, the knowledge that they have acquired in their academic pursuits or book-learning.

The first thing we need to do is to change the mode of ‘teaching’, reduce the compulsion and uniformity of teaching, and enhance selectivity and openness. A new teaching model based on teacher–student discussion and students’ independent learning should be built, so that teaching can be enabled to make the transition from ‘teaching’ to ‘learning’, from conclusion-based teaching to process-based education, from teaching in a classroom to inspiring discussion, and from external coercion to induced thinking.

The need for respecting and nurturing students’ individuality should be recognised. Personality includes the unique qualities and styles of perception, experience, thinking, imagination, emotion and temperament that make a person attractive. Each student has different levels, characteristics and abilities. It is essential to abandon the ‘one-size-fits-all’ approach to teaching, which only serves to destroy individuality, undermine self-confidence and produce ‘one-size-fits-all’ generalists who follow the crowd.

Teachers need to guide students to explore knowledge on their own. This means that students are taught to identify problems, ask questions and set goals around them. In such a process, students would also undergo significant growth in terms of developing non-intellectual factors; and these factors are the ones that allow them to develop a positive and healthy mental state and stimulate and strengthen the desire for innovative learning.

Academic presentations and extracurricular science and technology activities are the main routes for students to participate in high-level educational activities. Educational presentations not only allow for the exchange of theoretical knowledge and cutting-edge information on research results in the professional field, but also, more importantly, lead to the stimulation of innovative thinking and collision of ideas. Extracurricular academic and scientific activities are an extension of classroom teaching. They are the primary way for students to develop creative learning skills, practical hands-on skills, teamwork skills and a sense of scientific and technological innovation.

A learning community is a micro-group environment for learning activities. A learning community is one that is closely knit. Schools need to create an innovative educational environment. Schools must actively change the school ethos by establishing an atmosphere for students to learn independently and strive for innovation through various competitions, contests and projects that inspire students to learn innovatively. A specialised model can be used to emphasise students’ independent specialisation and exploration, allowing them to identify problems and analyse them to formulate various feasible solutions and thereafter select the optimal one, and this would over time result in enhancing their innovative learning skills as well as decision-making capabilities; or, an exploratory model can be used to enable different thinking patterns, different perspectives and different ideas to collide with each other to find innovative learning methods that are more suitable for them.

Teachers should cultivate students’ rational thinking spirit, equip them with good judgement ability and critical nature, and encourage them to break through the established rules, question the existing knowledge, dare to be original and constantly discover and innovate scientific knowledge based on learning and inheriting the outstanding achievements of human civilisation.

To cultivate the spirit of questioning among university students means that they should dare to challenge their teachers, books, authority and inheritance, to think diligently and question well, and to increase the pioneering strength of their thinking. Universities should adhere to academic freedom and develop students’ rational questioning and criticism, gradually changing their education and teaching methods to cultivate their creative and innovative personalities, facilitating students’ pursuit of truth and excellence, as well as their innovative and truth-seeking spirit of thought and discernment.

Keeping in mind the need for inculcation of independent thinking and problem-solving abilities in students, a task of the utmost importance for universities is to encourage students to express all kinds of different views; prompting diligent testing, enthusiastic exploration and the discovery of new ideas to solve problems; promoting exceptional academic performance that would translate into highly productive behaviour in the production floor; encouraging bold questions; inculcating the courage to independently explore ways to solve problems; allowing the opportunity for experiencing a sense of achievement arising from the independent solving of problems; and ensuring that students cultivate self-confidence, self-esteem and responsibility. These are some effective ways in which to give tolerance to students.

In statistics, regression is a probability statistical classification model. The logistic regression function (Figure 1) is a general, special case of sigmoid, which assumes that the probability of dependent variables and the relationship between influencing factors are nonlinear.

Fig. 1

The specific formula is as follows: (1) pi=f(ki)=11+e−αki {p_i} = f({k_i}) = {1 \over {1 + {e^{ - \alpha {k_i}}}}} where α is a variable and its value varies with the number of iterations: (2) α=4/(1.0+i)+0.01 \alpha = 4/\left( {1.0 + i} \right) + 0.01 After linear transformation, the following expression is obtained: (3) logic(pi)=ln(pi1−pi)=β0+β1x1+⋯+βmxm logic\left( {{p_i}} \right) = \ln \left( {{{{p_i}} \over {1 - {p_i}}}} \right) = {\beta _0} + {\beta _1}{x_1} + \cdots + {\beta _m}{x_m} where p_i is the probability to be calculated, and k_i is the joint action of all factors.

There are 22 indicators in the questionnaire: the amount of importance attributed by the school, knowledge construction, external environment, teaching mode, collaborative learning, knowledge and curiosity, question authority, divergent thinking, knowledge seeking in practice, exploratory teaching, teaching learning methods, innovative practice, solid professional knowledge, skill guidance, multivariate evaluation, course competitions, creative disciplines, flipped classroom, experiment types, types of science and technology activities, participating in the tutor's topic and promotion of creative learning ability.

Finally, we selected the following seven indicators: Knowledge Construction, Academic Atmosphere, Teaching Mode, Question Authority, Multivariate Evaluation, Innovative Disciplines and Innovative Practice. The dependent variable is the promotion of creative learning ability.