An Instructional Model of Online Synchronous Instruction--A Case Study of College English Course for College Students

Online synchronous educational experience via videoconferencing has become ubiquitous domestically and internationally with the spread of Covid-19 Virus.Online teaching theories and educational experiences through computer-mediated communication have been integrating and evolving during the current situation.The objective of this paper is to demonstrate a practical teaching model for Chinese college students’English as a foreign language learning course.The key finding of the research is that the 5-step-teaching Model developed under the context of online synchronous learning and teaching is both functional and efficient on the theoretical basis of constructivist approach.This teaching model is proved to be practical,interesting,useful and functional to both second-years and graduates during the implementation of educational transaction according to the survey conducted at the end of the semester.The ubiquity of online synchronous learning and teaching would lead to a meaningful and worthwhile educational experience and have a far-reaching implication for both educators and student’s personal development,especially students’critical thinking capability.The findings of the paper are pedagogically valuable for e-teachers in conducting online courses.It also holds true that the management of education and society could benefit and adopt this teaching model to various courses in different institutions.This study is hopefully to provide research-and-experience-based findings to enrich course design and instructional approaches and educational experiences.Thus,it is of interest to online teachers,instructional designers and programme developers in the field of education.

An Action Research of Using Problem-Centered Double-Cycles Instructional Model to Implement ModeI-Elicitng Activity

The purpose of the study was to use the Problem-Centered Double-Cycles Instructional Model （PCDC-IM） （1995, Chang） to help the teacher （Lin） implement model-eliciting activity （MEA） in her mathematics classes. In this study, there were 31 students divided in 10 groups and engaged in the MEA ＂Who saved the oriental cherry trees＂. Data collections included the learning sheets, journals and debriefing forms of students, teaching and reflection journals, observation reports, and field notes of teachers, reflection journals and interview reports of researchers, video tapes and records of the classes and meetings. There were four parts of the teaching cycle in PCDC-IM, namely task, guidance, environment and analysis. We summarized developing and implementing the MEA in ＂Task＂ aspect, 5 principles and 5 kinds of teachers＇ roles in ＂Guidance＂ aspect, 2 elements and 5 features in ＂Environment＂ aspect and data in ＂Analysis＂ aspect. The findings showed that PCDC-IM was helpful for mathematics teachers who want to change their instruction from lecture into modeling teaching.

Researching Instruction Model of Viewing, Listening ＆ Speaking Class——A Case Study Based on Exploratory Practice

The paper presents a case study on listening-speaking class instruction models based on exploratory practice. Assuming the dual roles of a teacher and a researcher, the writer of this paper has implemented three models of classroom instructions for the Viewing, Listening ＆ Speaking Class. From the students＇ report, teacher＇s log and classroom observation, it is concluded that the three models meet the needs of different students. The key to a successful Viewing, Listening＆ Speaking Class is to set reasonable goals and analyze students＇ needs.

Program Models of Bilingual Education and Classroom Bilingual Instruction in Chinese Universities

This paper firstly discusses five models of bilingual education experimented or applied in different countries of the world.Then it puts forward two feasible models of classroom bilingual instruction—the high level and the low level.Finally it tentatively points out the course criteria of classroom bilingual instruction in Chinese universities,which are believed to be of considerable reference value to bilingual instruction in China.

Development of Fundamental Competencies for Working Persons Through Project-Based Learning

Universities teach mainly specialized subjects and the liberal arts. Society expects university students to gain certain basic skills important when working for a company. These skills can be divided broadly into action, thinking, and teamwork. The purpose of this paper is to propose a method of project-based education for developing fundamental competencies for working persons. Many studies have been reported on educational methods with project management techniques, but few have considered project-based education aiming at improving fundamental competencies for working persons. If these competencies can be developed through project-based education, it will be possible to develop not only teamwork skills, but also a wide range of skills involving action as well as thinking. The traditional Japanese university curriculum comprises specialized subjects and the liberal arts. The author proposes the addition of project-based education to develop basic skills needed in the workforce. This research proposes an education model for basic competency training and examines the educational outcomes by studying results of a cooking tool project assigned to university students. The model includes Teoriya Resheniya Izobretatelskikh Zadatch （TRIZ, a Russian acronym for the theory of inventive problem solving）, a World Cafe, and the SECI process （a process of knowledge creation comprised of socialization, externalization, combination, and internalization in knowledge management） in the hope that this model will be conducive to implementing effective project-based learning. This research concludes that it is possible to develop the basic skills needed by university students in society through project-based learning under a basic skills education model.

On Reading Theories and Instruction Model

We have come to know comprehension better by studying the nature and characteristics of reading processes and by weighing the pros and cons of different reading theories and their influence on the teaching of reading. But in China, unfortunately, few achievements have been made in the field of reading theory research. Thus, in order to ameliorate our reading teaching, it is urgent for us to set up our own system of reading theories. The author, after studying carefully the present reading models in China and by absorbing the quintessence of foreign reading theories, ventures to suggest the “discourse word discourse” model. The model gives full thought to the characteristics of Chinese college students and thus suits a reading classroom in China better. However, the comprehension factors involved in the model are far from exhaustive and the model itself leaves much room for modification and addition.\;

A study on effects of different instruction models in military English teaching

SPSS statistical analysis system is used to examine the teaching effects of three different instruction models which are commonly used in military English teaching. Of the three models, interactive teaching model has shown to have advantage over the other two, the situational teaching model and the task-based Instruction model. It is concluded that it is beneficial to improve teaching effects in military English teaching if the teacher can stimulate students to involve themselves more in class. To do so, it is necessary to strike a balance between the learners＇ language input and output so as to ensure that the input knowledge be consolidated and digested through practice in output.

International Students’Perspectives on Model English-medium Instruction Practices in China:A Qualitative Study

From 2010,a drastic increase in international students’enrollment in many higher education institutions in China has led to the growth of English-medium instruction(EMI)practices and relevant research.With many state-level and province-level initiatives to promote the design and development of model EMI courses,international students’perspectives of these courses are not adequately reflected in the international literature which is primarily done in European higher education contexts.This study takes a qualitative approach by analyzing international students’EMI courses reflection reports,focus group interviews and observation notes of video-recorded EMI courses to probe into their perspectives on EMI practices in a business institute in a university of Shanghai.The findings show that international students show concerns about the systematic design of the curriculum,pedagogical problems and contextual limitations in EMI practices.All EMI stakeholders like curriculum developers,teaching administrators,teachers and students are responsible for these problems.Therefore,meaningful and consistent communication should be greatly promoted among all EMI practices stakeholders.The article concludes with recommendations for further research on model EMI courses in China.

To construct a New Instruction Model——The application of new technology in English teaching:

As we have entered 21st century,new technology has had a great impact on educational instructions. In this paper,I will demonstrate how new technology influences the educational instructions. Then,I try to construct a new instruction model——"classroom+internet"model. I will explain the characteristics of new technology and its impact on education. The final part is summary.

Vue框架下V-model指令的应用研究

V-model是Vue框架中的一种内置API指令,本质上是一种语法糖,负责监听用户的输入事件以更新数据,主要用于表单元素的双向数据绑定。通过V-model指令,可以实现前端与后端数据的同步更新,大幅简化了前端表单处理的工作流程。

A Case Study of Incorporating Sheltered Instruction into ESP Courses in China

The study describes the improvements of the participants in ESP course incorporating Sheltered Instruction Observation Protocol(SIOP) instruction in China. It aims to investigate whether or not it is effective to incorporate the sheltered instruction into ESP course and whether or not the participants will be motivated to improve their English skills for professional purposes. Quantitative and qualitative data sources were employed, including English language tests, questionnaires, and interviews.Findings reveal that the sheltered instruction was helpful to ESP course and produced significant achievements in participants' English vocabulary and skills. The most interesting result is that the participants' confidence and interest in learning professional English for future jobs has been improved much.

On the Content-based Instruction of EFL for Chinese Undergraduates

Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content and benefits of language learning. In addition, there are comparatively few studies which offer theoretical foundation for content-based teaching and constructive suggestions for its integration in the settings of EFL. This article aims to connect theory with practice and help teachers of EFL in China to maximize the potential of content-based instruction. To achieve this goal, it first presents a short literature review on project-based instruction, followed by a summary of its advantages and beneficial outcomes of using the intemet in order to implement it. It then proposes an eight-step process for the sequencing of project work and finally demonstrate a real-world project specially designed for Chinese EFL students. Both the design and the teaching activities proposed can be easily transferred to other settings..

数智赋能信息资源管理新路径:指令工程的概念、内涵和发展

新一轮科技革命和产业变革方兴未艾,大数据、人工智能等系列数智技术对信息资源管理学科产生了深远影响。在大模型背景下,指令工程通过高质量、体系化、流程化的指令设计引导模型生成结果,是高效发挥大模型能力的重要途径,可以用于解决学科相关重要问题。本文首先介绍了指令工程的概念,然后详细梳理了指令的构成要素、设计模式以及指令工程的特点和意义,并探讨了指令工程赋能信息资源管理的建设路径。未来,指令工程的研究和发展还需要关注通用及领域指令工程建设、指令工程标准化、知识产权保护、安全性和体系化测试评估等问题,以期能够在各行业复杂的应用场景中更好地发挥指令的效能。

基于领域大语言模型的古籍分词研究

[目的/意义]文章以古籍自动分词为切入点,引入“荀子”系列大语言模型,对大语言模型在古籍文本分词任务上的表现进行了探讨。[方法/过程]文章基于《左传》分词语料,进行了数据清洗和整理,构建了指令数据集,在此基础上,从数据集中抽取了1 000条作为测试数据,并分别使用500、1 000、2 000、5 000条数据作为训练数据进行指令微调,并测试其性能。[结果/结论]实验结果表明,只需要少量的数据,大语言模型就可以有较为理想的表现,在微调数据量达到5 000条数据时,Xunzi-Qwen-7B模型表现出了最优性能,F1值达到84.54%。

整体性教学设计:多元模式解析与建构

“整体性教学设计”是教学设计世纪转型中出现的一种思潮,也就是在整体论框架下考察“教学设计”。其特点是以整体任务为依托,指向现实生活和职业领域中的综合能力培养的有序教学设计,达到帮助学习者运用综合能去解决实际生活或工作中遇到的问题。该文从问题设计、解决方法和设计过程等方面来解读当代国际四种整体性教学设计——综合学习设计模式、首要教学原理、认知学徒模式、基于目标场景模式的共通基础。我们希望从代表性的模式和理论中汲取基础的处方性要素,提出自己的整体性教学设计模式框架。

A Study of the Flipped-Classroom Model in Teaching Practical English Writing

Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made two questionnaires, which revealed that most students preferred and benefited from this new pedagogy. Based on the research, the author discusses the characteristics of the flipped-classroom pedagogy for teaching ESP as well as such basic ESP instructional principles as mulflmodality, interacfivity, practicability and leamer-centeredness. The flipped-classroom teaching mode is expected to supply valuable insights to College English teaching reforms in China.

领域大语言模型下的古籍词性标注应用研究

[目的/意义]大语言模型的发展为古籍文本挖掘带来了新的思路,将大语言模型与古籍数字化、智能化相结合是新时代古籍工作的必经之路。[方法/过程]文章使用《左传》词性标注语料,通过数据清洗和预处理,构建了一批高质量的词性标注指令数据,在此基础上,分别使用500、1 000、2 000、5 000条数据对大语言模型进行指令微调,并在另外1 000条数据上进行性能测试。[结果/结论]实验结果表明,“荀子”系列模型在古籍文本词性标注任务上性能优于通用领域模型,在微调数据量达到5 000时,Xunzi-Baichuan2-7B模型表现出了最优性能,F1值达到81.67%。

用T4C模式培养高阶能力:对杜威教学法的重建

约翰·杜威的五步教学法在教育领域具有重要意义。本研究重新审视了杜威的五步教学法,强调该教学法忽视的杜威哲学中的要素:民主、共同体中的交流与合作、对工具的使用、对结果的反思,以及最终作品的产生和共同体的改善。本文通过深入研究杜威著作,结合其中蕴含的其他重要要素提出了T4C模式。T4C模式强调个体的探究性学习(C1代表批判性思维和问题解决,杜威称之为反思性思维或实践)是在共同体中利用工具(Tools,如概念、技术等)以合作(C2)和交流(C3)的方式开展的。这种探究性学习的预期结果是获得创造性的新体验和新工具(C4)。T4C模式为现代社会所迫切需要的工具使用能力、批判性思维、交流能力、合作能力和创新能力等高阶能力,提供了培养框架,其本质在于用高阶能力培养高阶能力,有助于实现杜威社会政治理想中民主与教育的根本关联。

大模型驱动的学术文本挖掘--推理端指令策略构建及能力评测

大型语言模型突出的任务理解和指令遵循能力,使用户可以通过简单的指令交互完成复杂的信息处理任务。科技文献分析领域正在积极探索大模型的应用,但尚未形成对指令工程技术和模型能力边界的系统性研究。本文以学术文本挖掘任务为切入点,从上下文学习、思维链推理等角度设计推理端指令策略,构建了涵盖文本分类、信息抽取、文本推理和文本生成4个能力维度共6项任务的大模型学术文本挖掘专业能力评测框架,并选取了7个国内外主流的指令调优模型进行实验,对比了不同指令策略的适用范围和不同参数模型的专业能力。实验结果表明,少样本、思维链等复杂指令策略在分类任务上的应用效果并不显著,而在抽取、生成等难度较高的任务上表现良好。千亿级参数规模的大模型经过指令引导,能够取得与充分训练的深度学习模型相近的效果,但对于十亿级或百亿级规模大模型,推理端的指令策略存在明显上限。为了实现大模型向科技情报领域的深层嵌入,现阶段仍需在调优端对模型参数进行领域化适配。