Research On The Design Of Pedagogy Curriculum Teaching Plan Based On Nonlinear Analysis

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NIE JING , Baharin Bin Abu


The pedagogy curriculum is linked to the basic concerns that are currently attributed to modern education, its quality, and efficiency. Inadequate, extremely long, and non-adapted curriculum has an impact on the planning, programming, and implementation of education, as well as the value of the results. The basic prerequisites for providing quality modern teaching and the necessity of modern pedagogy are their continual changing, shaping, and adapting to modern life situations, the demands of present reality, and the needs and skills of students. This study presents a pedagogical curriculum teaching plan based on non-linear analysis. Non-linear pedagogy encourages the use of limitations management to enhance learning in order to foster the emergence and development of inventive and adaptable performance behaviors in education. The purpose of our study was to look at the impact of a Nonlinear Pedagogy-based education curriculum (NP) on student performance and score evaluation. The students are split into testing and training sets. The testing set is provided with normal teaching plan, whereas the training set is provided with pedagogical teaching plan. The scores are evaluated using the Gradient Boosted Support Vector Regression (GBSVR) model. The results show that this type of program is beneficial for teaching activities.

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