THE Law of the People’s Republic of China on Teachers (to be referred to as the Law on Teachers for short), was discussed and adopted at the Fourth Session of the Eighth National People’s Congress Standing Committee...THE Law of the People’s Republic of China on Teachers (to be referred to as the Law on Teachers for short), was discussed and adopted at the Fourth Session of the Eighth National People’s Congress Standing Committee October 31, 1993, and put into effect January 1, 1994. The Law on Teachers’ formulation and promulgation shows the Party and the government’s concern and care for teachers. It is the embodiment of maintaining the strategic role of developing education as a priority, respecting teachers and attaching importance to education. It is the展开更多
Non-English majors＇ evaluation on teachers is a vital way to get feedback of English language classroom teaching and learning. This paper reports on a study which used a discourse-analytic approach to look into the e...Non-English majors＇ evaluation on teachers is a vital way to get feedback of English language classroom teaching and learning. This paper reports on a study which used a discourse-analytic approach to look into the existing problems in English classroom teaching at undergraduates＇ level. The ways of searching solutions for the problems are also discussed.展开更多
文摘THE Law of the People’s Republic of China on Teachers (to be referred to as the Law on Teachers for short), was discussed and adopted at the Fourth Session of the Eighth National People’s Congress Standing Committee October 31, 1993, and put into effect January 1, 1994. The Law on Teachers’ formulation and promulgation shows the Party and the government’s concern and care for teachers. It is the embodiment of maintaining the strategic role of developing education as a priority, respecting teachers and attaching importance to education. It is the
文摘Non-English majors＇ evaluation on teachers is a vital way to get feedback of English language classroom teaching and learning. This paper reports on a study which used a discourse-analytic approach to look into the existing problems in English classroom teaching at undergraduates＇ level. The ways of searching solutions for the problems are also discussed.
