An Analysis of the Reform Path of Teaching and Writing Practices in Applied Writing for Public Security Academies from a Constructivist Perspective

DOI: https://doi.org/10.62517/jhet.202415611

Author(s)

Qi Zhang

Affiliation(s)

Beijing Police College, Beijing, China

Abstract

Applied writing, as a core professional competence for public security police officers, is of paramount importance. The course on applied writing in public security aims to cultivate the writing abilities of students in police academies and serves as a fundamental subject. Currently, the teaching of applied writing faces common challenges such as students’ lack of motivation and limited effectiveness. Moreover, there is a prominent issue regarding the inadequate writing skills of grassroots police officers who frequently require applied writing capabilities. This highlights the necessity for reforming the teaching of applied writing and provides guidance for such reforms. This paper, grounded in constructivist principles, suggests that the reform of teaching applied writing in the field of public security should focus on five aspects: reconstructing the teaching content, establishing a comprehensive teaching case library, reforming the teaching methodologies, cultivating key abilities, and optimizing assessment and evaluation methods. By enhancing the effectiveness of the curriculum, the aim is to better serve the applied writing needs of public security police officers.

Keywords

Applied Writing in Public Security; Writing Skills; Teaching Reform

References

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