Virtual reality:The bridge between medical education and clinical practice

After perusing the paper by Kim et al,I discovered that this is an interesting manuscript and a successful study.Virtual reality(VR)is an emerging and promising technology employed in the domain of medical practice and medical education over the past decade.In the era of big data,VR is constantly progressing in the fields of medical education and clinical diagnosis and treatment.As a novel scientific and technological tool,VR not only overcomes multiple limitations of the traditional medical teaching mode but also reduces the reliance on personnel and equipment.VR can simulate the real clinical situation,stimulate the enthusiasm of young doctors and nurses for clinical study,and simultaneously safeguard and promote medical safety and doctor-patient harmony.Favorable outcomes have been attained in clinical teaching and diagnosis and treatment activities.While enhancing the training conditions of medical cosmetics and elevating the level of clinical practice and teaching,the risks resulting from improper clinical diagnosis and treatment have been circumvented.All of this is evident and comprehensible.

The Emergence of Loving Pedagogy in the L2 Affective Domain:How Affective Pedagogy Accounts for Chinese EFL Teachers’Professional Success and Job Satisfaction?

The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.

Using Five Music Instructional Methods to Illustrate the Social Constructive Music Teaching Framework in Hong Kong Primary Level Music Education

Music education under the frame name of arts education has been integrated into the primary and secondary education curriculums in Hong Kong for more than 20 years,starting from 2001,the year of launching the Learning to Learn curriculum for the reconstruction of the education system for the younger generation.Music education,embedded into the arts education,was therefore regarded as one of the key subjects to cultivate and uplift student holistic development,focusing on aesthetic skill training and moral growth development.This research was an exploration study of music teaching practices from two private international and two general public school music teachers at the primary school level.The value of this study rested on borrowing the idea of Shulman’s pedagogical content knowledge(PCK)principle to create a social constructivist music teaching framework from five commonly-used instructional methods,namely,Orff,Kodaly,Dalcrozes,Suzuki,and Gordon’s approaches.Based on the evaluations of these four case studies,hypotheses on the differences in the PCK were tested with the types of schools and found to be no difference.The preliminary results suggested that music teachers in private international schools had similar pedagogical approaches to music instruction to teachers in aided-public schools.Additionally,the modeling,guiding,and training approach was identified as a grounded teaching method for music education at the primary school level regardless of different types of schools.Other implications like the further development of the framework were discussed.

Hybrid Architecture:A Studio-Based Pedagogical Framework for Digital Architectural Design

This article intends to bring a new perspective to the discussion of how studio-based education in architectural studies can improve its quality by embedding meta-tools as paradigmatic frameworks as a learning/teaching strategy.The newly emerging creative and collaborative digital design tools and systems led to the re-shaping and re-definition of the traditional studio-based teaching/learning processes.The shift does not only comprise of a newly gained ability of using“design toolkits”,but also has substantial cognitive and pedagogical implications.The paper presents,describes and discusses the application of a new pedagogical approach through the application of a novel knowledge framework,that has been used in the teaching of DAD(Digital Architectural Design)in the context of a master’s level course.

Applying Design Thinking in Ecotourism Curriculum Design: The Educational Design Ladder

The design thinking approach transforms student’s learning process to connect with real-world experience, making connections between knowledge and improving critical thinking and problem-solving capability. Previous research has focused on what design thinking is taught (content) and how it is taught (learning modes and assessment). However, there needs to be an integrative approach in the context of ecotourism education. Therefore, applying Wrigley and Straker’s Educational Design Ladder mode, this study develops an Ecotourism Design Thinking Curriculum framework to combine the ecotourism content, teaching/learning mode and assessment.

Cultivation of Critical Thinking Skills: Exploring the Impact of Generative Artificial Intelligence- Enabled Instruction in English Essay Writing

This study explores the impact of generative artificial intelligence(AI)-enabled instruction on critical thinking in English essay writing among 1,050 first-year English majors across four colleges.Pedagogical strategies,including facilitating critical responses and emphasizing real-world application,are identified to enhance generative AI’s impact.Both qualitative and quantitative analyses reveal significant post-intervention improvements in critical thinking skills.This research contributes to understanding how generative AI can effectively foster critical thinking in educational settings.

The Role of Secondary School Teacher Training in Their Teaching Practices-A Secondary Publication

This work aims to analyze the effect exerted by the initial and continuous training of secondary school teachers in France on their teaching practices.For this,we carried out a secondary analysis of data from the TALIS survey(Teaching and Learning International Survey),conducted in 2013 in 34 countries,including France.In particular,we focus on practices related to the teaching methods used,classroom management,how to communicate,and the evaluative practices of teachers.In support of binary logistic regression models,we showed that the variables related to initial training play a weak role,and even exert a negative effect on certain pedagogic practices,leading to a reflection on the renovation of this training.On the other hand,our analyses highlighted the greater weight played by certain continuing education actions.

A Discussion of Artificial Intelligence in Visual Art Education

Since ChatGPT emerged on November 30, 2022, Artificial Intelligence (AI) has been increasingly discussed as a radical force that will change our world. People have become used to AI in which such ubiquitous technologies as Siri, Google, and Netflix deploy AI algorithms to answer questions, impart information, and provide recommendations. However, many individuals including originators and backers of AI have recently expressed grave concerns. In this paper, the authors will assess what is occurring with AI in Visual Arts Education, outline positives and negatives, and provide recommendations addressed specifically for teachers working in the field regarding emerging AI usage from kindergarten to grade twelve levels as well as in higher education.

Delivering forestry courses online:experiences,lessons learned,and future of forestry online education in the Asia Pacifi c

Innovation in forestry education is needed to address changing contexts of the positionality of forests.This is particularly signifi cant in the Asia–Pacifi c region,where deforestation and degradation are high.However,the accessibility of high-quality forestry education to address changing regional and global contexts is lacking.A series of innovative sustainable forest management(SFM)open education resource(OER)courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality,curriculum,and research capacity of universities in the Asia-Pacifi c Region.To evaluate the SFM-OER program in terms of student experiences,this study investigated student achievement,perceived success of the pedagogical approach and instructional design,and perceived eff ectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020,including the global pandemic.This study revealed that the program attracted diverse student demographics,including a higher proportion of female students majoring in forestry,ecology,and other environmental studies.Their primary motivation to participate in the courses was to gain international experience,followed by the fl exibility of online learning,mandatory course requirements,and earning course credits.Students were satisfi ed with the Canvas learning management system.Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable.Students refl ected positively on various learning activities and assignments,such as watching lecture videos,taking quizzes,reading and summarizing,having discussions,and peer review writing.However,they did not clearly prefer specifi c learning activities,signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings.This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education,while repurposing existing OER courses in a post-Covid-19 era.

3D Ergonomic Board: Kids Teaching and Learning Proposition

The caprice for the study came from an indigenous designed instructional board for teaching learners in nursery/primary schools (2 - 10 years) and the task whose overall topic is the reminiscence, retention of visuals aid use in the pedagogy. The study is to appraise the opinion of toddlers/teachers about the helpfulness of 3D-visuals (ergonomic board);the clarity of the intended functions of the 3D-visuals in the toddler’s lessons instruction and support from the producers in using them;and why visuals (conventional visual aids) in schoolroom instruction are misjudged/misinterpreted;their view about the functions in specific (conventional visuals) for the instruction pedagogy;and other sources of visuals provided other than the lesson’s instruction. Four nursery/primary schools participated in the study. Seventy-two (72) toddler’s/teachers participated in the study. The study examined using quantitative and qualitative approach for statistical analysis (using pie-chart and histogram). The findings suggested that the aspects of visuals items selected for comment and description are to some extent circumscribed by toddler’s learners’ linguistic resources. Understandably, the point made by researchers referred that visuals often fail to support learning as effectively as they might because they are not regarded as a full-fledged information mode that requires the same careful processing as verbal text, is borne out by the findings. Recommendation, the accountability is above all on producers of kid’s instructional materials: authors, editors, designers and illustrators of the materials. The implication of this is that toddlers’ instructional materials should, as in the case of illustrated books include both an overt explanation of the overall philosophy toward visuals and overview of their use.

体育科学新学科“Sport Pedagogy”的溯源及再认识

体育教育学"sport pedagogy"是国际认同的体育科学中年轻的分支学科。国内该学科的发展现状为"有名无实",20多年来几乎处于停滞状态。为了更好地同国际接轨,取得实质性的学科进展,通过文献资料调研,对sport pedagogy的语源学分析和国内外学科发展脉络的梳理,研究认为:1)广义化的sport和内涵丰富的pedagogy揭示了体育教育学试图囊括所有同身体活动相关的教育、训练和指导问题;2)体育教育学已经历了萌芽和国际化阶段,现处于学科初步形成阶段;3)国内学科定义不够深刻,发展方向模糊,没有具体的研究框架,研究内容集中于学校体育教育。研究重新定义了学科概念,明确了"三维一核"的学科框架,并根据国内外研究现状和社会发展需要总结了未来学科的发展方向。现阶段体育教育学应该尽快健全学会组织,搭建学术交流平台,完善学科建设机制。

语类理论视角下的学术语篇研究与英语专业论文写作课程改革

学术语篇的语类研究已成为当今语言学研究的热门领域之一,并呈现出研究的多视角和跨学科性,从研究层次、研究对象、研究方法以及对学术语篇性质的不同认识方面形成了"新修辞学","系统功能语言学","体裁分析法"三个主要研究流派,并对科研学术语篇、学位论文的写作与教学产生了深远的影响。本文以语类研究三大流派的发展历程为基点,分别讨论和分析了其研究视角、研究方法和关注焦点的异同;同时介绍了学术语篇语类研究新的发展方向,旨在为我国的英语语篇分析、写作课程教学与研究提供一些启示与理论指导。

Andragogy:一种基于成人学习的教育学

“Andragogy”的产生来源于对“Pedagogy”的不满和批判。美国成人教育学家诺尔斯对“Andragogy”的界定作出了卓越的贡献。尽管仍存争议 ,但“Andragogy”对成人教育已经形成了极为重要而深远的影响。

Integration of Critical Reading Pedagogy and English Teaching

Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagogy, as it is discussed, will improve the teaching of English reading to some extent.

翻译在中英句法对比教学中的作用与实例(英文)

By presenting a contrastive approach in teaching syntax to learners of Chinese/English as a foreign language via the aid of translation,the paper illustrates that translation can be effectively utilized to raise students' awareness of the similarities and differences between L1 and L2,and to promote 'positive transfer' and minimize 'negative transfer'.

On Application of Integrated-skill Pedagogy in College EFL Teaching

The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

Review about Communicative and Task:Based Language Teaching in East Asian Classrooms

William Littlewood in Communicative and Task-based Language Teaching in East Asian Classrooms(2007) points out the problems in implementing CLT and TBLT in the East Asian classrooms,Then he gives his ideas "how teachers adapt rather than adopt". Later he puts forward some conceptual uncertainties. Finally he comes to the conclusion. The article is well written,and delicately structured. Littlewood has carried out profound research and survey in East Asian countries,however,he didn't give us some measures to solve the problems. Also his conclusion is only a framework and no supporting details,quite general and vague. What I can do is to add some measures to solve the problems in CLT and TBLT in classrooms esp. in China.

The Use of Code-switching in English Foreign Language Classroom

people used to be negative on the use of code-switching in English foreign language classroom.However,more and moreresearches begin to argue that code-switching does have its practical significance.Some basic concepts of code-switching will first-ly be introduced in the article.Then,there is a literature review of the previous studies on the code-switching in English foreignlanguage class.By exposing detailed researches on it,some implications for teaching pedagogy will be explicated.From differentperspectives of the use of code-switching,this article aims to explore the necessity of code-switching in a context of foreign lan-guage teaching classroom by presenting some latest researches on it and reviewing different views on the use of code-switching inEnglish Foreign Language class.

Second Language Curriculum Development for ESL Students

Globalization and digitisation have replaced traditional teaching methods gradually over the last 20 years. Teaching is no longer based on textbooks, but more on digital or visual media, such as MP4, TV & movie, and the internet. These irrevocable trends provide students, especially L2 students, more opportunities to learn and cultivate new ideas. Pedagogy alteration in language and literacy education is a positive ideal for helping L2 learners better understanding their classes in a new teaching and learning context.