1. Introduction

In today's society, the choice and application of different teaching methods in higher education play a crucial role in the overall development of different students. Therefore, educators not only need to adjust their teaching strategies but also to reflect on them to adapt to the diverse learning needs of students and the rapidly developing and changing social context. The purpose of this article is to consolidate and develop research in the field of higher education, analyzing the different forms of problems faced by the various teaching and learning methods that exist or are used in today's higher education environment, and proposing rational responses.

2. Problem Analysis in the Transformation of Teaching Methods

2.1. Problems of Traditional Teaching Methods

The problems faced by traditional teaching methods are mainly reflected in the efficiency of knowledge transfer and how to ensure the efficiency of student participation in the classroom. According to existing research, for example, Gurin et al. pointed out that in the traditional teaching mode, the educational atmosphere pays more attention to the transmission of teaching information, but there is a lack of opportunities for educators to guide students to more in-depth or critical thinking. This often results in students losing interest in the classroom, and the delivery of educational information is ineffective, making it difficult for students to put what they have learned into practice in their lives. Furthermore, Linvill's study highlights that different students possess their unique learning preferences and their adapted styles [1]. However, traditional teaching models often fail to meet individualized needs, which to a large extent also affects students' motivation and reduces their learning efficiency.

2.2. The Impact of Digital Education

With the continuous innovation and development of science and technology, the field of education has ushered in a period of digital transformation. According to existing research, the development and application of science and technology have created a new paradigm for students' learning environment, but the development of digitalization also amplifies social problems [2]. Differences in technology application literacy and access to resources among different students in society make the efficient use of digital teaching tools still a quite critical issue.

Digital teaching models, such as online learning, limit the practical application of students. This situation exacerbates the problem of disconnect between theory and practice among students. Ertmer et al. mentioned the problem of unequal professional knowledge and practical application scenarios in their study [3]. Students cannot often translate professional theoretical knowledge into practical application, which is often due to the lack of a combination of theory and real-life teaching in the teaching process. Therefore, educators need to combine professional subject knowledge and constructivism more organically and encourage students to deal with professional knowledge and real-life application scenarios through specific practical application.

2.3. Problems with Teaching Practice

Educators will inevitably encounter difficulties in choosing and applying theories in different environments, so educators need to choose theories flexibly according to different teaching goals and student characteristics. Ertmer et al.'s study proposed the theory of flexible choice of pedagogy by comparing behaviorism, cognitivism and constructivism [3].

Low student engagement and inadequate feedback mechanisms are common problems in the context of today's higher education environment. Richardson's research suggests that the development of active student engagement and feedback systems is essential for improving the quality of teaching and learning [4]. The development of engagement and feedback mechanisms can help to adapt teaching strategies to better meet the learning needs of students.

3. Suggestion

Through in-depth analyses of teaching methods in higher education and the discussion of comprehensive solutions, it can be concluded that as a teacher, in the face of diversified student needs and changing learning environments, it is necessary to adopt more innovative and comprehensive teaching methods and teaching models. This will help improve the quality of teaching, stimulate students' interest in learning and promote their all-round development. Based on the in-depth analysis of the above issues, the following methodological recommendations are proposed to promote the innovation of teaching methods and the improvement of educational outcomes in higher education.

3.1. Integrate Innovative Teaching Methods

Educators should apply innovative teaching methods in a wide range of classroom contexts, such as different problem-solving learning methods and specific case studies. Such approaches can help develop critical thinking and the ability to translate professional knowledge into practical applications, making the classroom more engaging and enhancing the learning outcomes for all students. In the traditional teaching mode, students lack the opportunities and winters for critical thinking, while the mode of innovative teaching methods, such as problem-solving learning and case studies, can provide more opportunities for students to participate and think [5,6]. The introduction of this new teaching method helps to break the framework inherent in the traditional teaching model, thus stimulating students' initiative and creativity, which can achieve the purpose of better developing their ability to transform subject knowledge into practical applications. Educators should adopt flexible and differentiated teaching strategies according to the needs of different situations, pay attention to the individual differences of each student, and provide customized and personalized learning modes, to achieve the teaching goal of excellent learning for all [7]. Focusing on personalized teaching helps to stimulate and correct students' enthusiasm and attitude towards learning so that they can achieve higher academic attainments in the future. Educators should focus on combining professional subject knowledge and constructivist principles and translating them into practical applications in various settings, and through different practical projects and tasks, encourage students to transform the theoretical knowledge they have learned into the practical abilities they possess. Such a teaching mode is more conducive to the development of students' cross-scenario ability in integrating subject-specific knowledge, which will enhance their competitiveness in the workplace and life in the future.

3.2. Equalisation of Digital Literacy and Technical Skills in the Use of Technology

To effectively deal with the problem of students in the application of digital technology level skills, higher education workers need to provide certain digital literacy training to ensure that students are equal in the application of digital technology. This will help students make better use of digital teaching techniques and reduce the adverse teaching impact of the digital information gap. The cross-cultural perspective of learning has been mentioned many times in the literature, which has led this paper to think about the flexibility of teaching methods in different cultures. Particularly in terms of technology application, educators need to pay more attention to the issue of equality in digital instructional technology to ensure that students from different cultures can fully enjoy the learning opportunities brought by digital instructional technology [2].

3.3. Integration of Real-World Problems and Theory

Practical problems in the educational context need to be combined with various educational theories. The study of the relationship between students' differences and teachers' feedback directions emphasizes the close relationship between theory and practice, in which it is stated that the guidance of theories is of great importance for practical teaching and learning. In the teaching process [1]. Different scientific theories can help teachers to better understand the needs of students so that they can be flexible and use different teaching strategies to meet the differentiated structure of students. At the same time, in the practice of education, teachers should pay attention to the psychology of students' learning [8]. Pedagogy not only affects the transfer of knowledge, but also directly affects the psychology of students' learning to a large extent, Huang explored the relationship between pedagogy and the psychology of students' learning in his study, emphasizing the use of appropriate pedagogies to improve students' motivation [9].

3.4. Reinforcement of Performance and Feedback Mechanisms

Pedagogy does not exist only in the text, what is needed is its organic integration with individual educators. Educators are not only the transmitters of knowledge, but also a key part of guiding students to learn at a deeper level. Therefore, educators need to continuously improve their teaching skills, so that they can use teaching methods more naturally and efficiently to complete the teaching content when facing various teaching situations [10].

This paper aims to advocate the implementation of active participation in teaching on the part of students and the establishment of diversified feedback mechanisms on the part of educators. Actively listening to students' voices enables them to better understand their strengths and weaknesses in their learning process so that they can prescribe the right remedies to enhance the efficiency of problem-solving. This helps to form a positive culture of student participation and educator feedback in the teaching environment, which promotes students to be able to participate more actively in the learning process and improves the effectiveness of parenting.

The above suggestions not only focus on the application of technology and personalized needs but also emphasize the organic integration of practical application and professional subject knowledge, as well as the soundness of student participation and teacher feedback mechanisms. Such a comprehensive strategy helps to improve the quality of teaching from a multi-dimensional perspective so that students can better adapt to future social challenges.

4. Conclusion

Higher education reform still needs to have long-term goals and plans. It is not only necessary to care about the immediate problems, but also to think about how to build an education system that can be continuously improved. This requires the joint efforts of various educational institutions, educators, and students to form an educational community to the greatest extent possible.

Through the deep analysis of teaching methods in higher education, this paper not only analyses the surface causes of the current problems but also digs deeper into the essential causes of the problems. This paper proposes solutions to help deal with the current problems in the higher education environment, but also for the future of education reform to provide a certain degree of thinking. For example, this paper suggests that educators should update their digital teaching concepts and improve their digital literacy to cope with the update and development of innovative pedagogies. Through the above discussion, it can be concluded that as an educator, teachers should continuously learn, reflect, and innovate, so that they can better meet the endless challenges in the future educational environment and seize the hard-won opportunities.