Interaction is an important standard to detect teachers＇ teaching quality and effect in college English classroom teaching and is the most eagerly expected by all English teachers. During the process of classroom tea...Interaction is an important standard to detect teachers＇ teaching quality and effect in college English classroom teaching and is the most eagerly expected by all English teachers. During the process of classroom teaching, bad interaction or failure of interaction often makes teachers frustrated. One of the major reasons is that they ask improper questions in class. The purpose of this paper focuses on the skills of raising effective questions by teachers in order to produce good interaction from students. The method to achieve this purpose is by introducing Socratic Questioning method, which is showed by teachers＇ narrative research based on the author＇s own real classroom teaching with detailed explanation. The result of the experiment shows that Socratic Questioning method is not only a good example of effective questioning but also produces sufficient interaction between teacher-to-students and students-to-students. Generally speaking, this paper expects to have contribution to the effect of interaction so as to help more college English teachers have more excellent classroom teaching.展开更多
Aim：the aim of this methodological article is to reflect on and extend current understandings of the possibilities of narrative inquiry research giving voice to students, and to expand the power of story by sharing t...Aim：the aim of this methodological article is to reflect on and extend current understandings of the possibilities of narrative inquiry research giving voice to students, and to expand the power of story by sharing the philosophical, theoretical, and methodological considerations of narrative inquiry in an international education context.Background： there has been much discussion about the need in providing a ‘voice＇ to people across the society, who feel marginalised in many contexts, including international students. There is limited research about Chinese students studying in Australia. In particular, the learning experience of Chinese nursing students has not been fully explored nor understood.Discussion： to enhance teaching and learning in international education contexts, and to cater better to international students, it is important to understand their experiences and perspectives. There is no better way to achieve this level of understanding than to let students＇ voices be heard, to let them speak for and about themselves because reality exists within these students＇ perceptions.Conclusions： in the context of international education, narrative inquiry as a research methodology,when used with sensitivity and reflexivity, through the power of stories, offers a new dimension in the international education research.展开更多
文摘Interaction is an important standard to detect teachers＇ teaching quality and effect in college English classroom teaching and is the most eagerly expected by all English teachers. During the process of classroom teaching, bad interaction or failure of interaction often makes teachers frustrated. One of the major reasons is that they ask improper questions in class. The purpose of this paper focuses on the skills of raising effective questions by teachers in order to produce good interaction from students. The method to achieve this purpose is by introducing Socratic Questioning method, which is showed by teachers＇ narrative research based on the author＇s own real classroom teaching with detailed explanation. The result of the experiment shows that Socratic Questioning method is not only a good example of effective questioning but also produces sufficient interaction between teacher-to-students and students-to-students. Generally speaking, this paper expects to have contribution to the effect of interaction so as to help more college English teachers have more excellent classroom teaching.
文摘Aim：the aim of this methodological article is to reflect on and extend current understandings of the possibilities of narrative inquiry research giving voice to students, and to expand the power of story by sharing the philosophical, theoretical, and methodological considerations of narrative inquiry in an international education context.Background： there has been much discussion about the need in providing a ‘voice＇ to people across the society, who feel marginalised in many contexts, including international students. There is limited research about Chinese students studying in Australia. In particular, the learning experience of Chinese nursing students has not been fully explored nor understood.Discussion： to enhance teaching and learning in international education contexts, and to cater better to international students, it is important to understand their experiences and perspectives. There is no better way to achieve this level of understanding than to let students＇ voices be heard, to let them speak for and about themselves because reality exists within these students＇ perceptions.Conclusions： in the context of international education, narrative inquiry as a research methodology,when used with sensitivity and reflexivity, through the power of stories, offers a new dimension in the international education research.
