This paper in intended to explore the application of Self-Efficiency Theory in college English teaching. Based on an introduction to this theory, this exploration is carried out from three perspectives: to adjust the ...This paper in intended to explore the application of Self-Efficiency Theory in college English teaching. Based on an introduction to this theory, this exploration is carried out from three perspectives: to adjust the college students' learning strategies; to guide the learner autonomy in their learning process; to help teachers improve their teaching efficiency.展开更多
New curriculum reform suggests that students are the center of learning.Teachers should focus on students’develop-ment.In order to stimulate students’interest in learning in the class and improve the efficiency of E...New curriculum reform suggests that students are the center of learning.Teachers should focus on students’develop-ment.In order to stimulate students’interest in learning in the class and improve the efficiency of English teaching,teachers aresuggested to:(1)carry out the teaching design around the goals,contents and learners.(2)create creative teaching setting in classes.(3)reflect and improve teaching through teaching evaluation.展开更多
With the continuous development and innovation of higher education in China,the development trend of education,from the extension type to the connotative type,is prompting the reform of college English.At present,coll...With the continuous development and innovation of higher education in China,the development trend of education,from the extension type to the connotative type,is prompting the reform of college English.At present,college English emphasizes more on students5 comprehensive English application skills and their comprehensive development in listening,speaking,reading,and writing,so that they can use English flexibly.The output-driven hypothesis is a teaching theory proposed in the current educational environment,which is devoted to solving many problems in English teaching,such as low efficiency and the separation of learning and application.This study makes a detailed analysis of the connotation of output-driven hypothesis and explores the problems existing in current college English teaching.The purpose of this paper is to put forward practical teaching strategies for college English under the concept of output-driven hypothesis.展开更多
From the perspective of Language Economics,language education(including second language or foreign language education)is an economically valuable investment that has the function of promoting social development.Howeve...From the perspective of Language Economics,language education(including second language or foreign language education)is an economically valuable investment that has the function of promoting social development.However,there is an imbalance in the input and output of China’s college English education.From the perspective of language economics,this article focuses on the reform of College English courses in order to improve the efficiency of English teaching in common universities.展开更多
In this essay the mathematical model of information communication in teaching process is presented. The value of Shannon’s quantity of information in teaching process is defined, so that the problem in using quantity...In this essay the mathematical model of information communication in teaching process is presented. The value of Shannon’s quantity of information in teaching process is defined, so that the problem in using quantity of information to evaluate teaching process can be solved. Through calculating the channel capacity and considering its value, the possible maximum quantity of information transmitted in teaching process can be obtained. Thus, evaluation of teaching efficiency and students’ learning potentiality are realized.展开更多
文摘This paper in intended to explore the application of Self-Efficiency Theory in college English teaching. Based on an introduction to this theory, this exploration is carried out from three perspectives: to adjust the college students' learning strategies; to guide the learner autonomy in their learning process; to help teachers improve their teaching efficiency.
文摘New curriculum reform suggests that students are the center of learning.Teachers should focus on students’develop-ment.In order to stimulate students’interest in learning in the class and improve the efficiency of English teaching,teachers aresuggested to:(1)carry out the teaching design around the goals,contents and learners.(2)create creative teaching setting in classes.(3)reflect and improve teaching through teaching evaluation.
文摘With the continuous development and innovation of higher education in China,the development trend of education,from the extension type to the connotative type,is prompting the reform of college English.At present,college English emphasizes more on students5 comprehensive English application skills and their comprehensive development in listening,speaking,reading,and writing,so that they can use English flexibly.The output-driven hypothesis is a teaching theory proposed in the current educational environment,which is devoted to solving many problems in English teaching,such as low efficiency and the separation of learning and application.This study makes a detailed analysis of the connotation of output-driven hypothesis and explores the problems existing in current college English teaching.The purpose of this paper is to put forward practical teaching strategies for college English under the concept of output-driven hypothesis.
文摘From the perspective of Language Economics,language education(including second language or foreign language education)is an economically valuable investment that has the function of promoting social development.However,there is an imbalance in the input and output of China’s college English education.From the perspective of language economics,this article focuses on the reform of College English courses in order to improve the efficiency of English teaching in common universities.
文摘In this essay the mathematical model of information communication in teaching process is presented. The value of Shannon’s quantity of information in teaching process is defined, so that the problem in using quantity of information to evaluate teaching process can be solved. Through calculating the channel capacity and considering its value, the possible maximum quantity of information transmitted in teaching process can be obtained. Thus, evaluation of teaching efficiency and students’ learning potentiality are realized.
