Teacher's Role in Students'Group Work in College English Classroom

The implementation of group work in China is aroused by the teaching reform and proposal of the New Curriculum Standard, in order to improve the language teaching and learning. However, in many cases group work is far less effective and desirable than it should have been. The effectiveness of group work depends on many factors in real language classroom setting. This paper mainly focuses on the factor of teacher's role. The main implication of this paper is to suggest the appropriate teacher role in students'group work and put forward some skills in organizing group work in order to make group work more effective and significant.

基于翻转课堂教学模型的大学生财经素养教育探索

随着社会经济的快速发展,大学生财经素养教育的重要性日益凸显。当前,传统的课堂教学方式已不能满足新时代对学生应用能力的需求。本研究旨在探讨翻转课堂教学模型在财经素养教育中的应用策略,通过课前预习以及课堂互动,帮助学生更好地理解财经知识并提高解决问题的能力,借助创新的教学方法,促进学生财经素养的发展,为社会培养具有应用能力的财经专业人才。

“课堂学习共同体”的发展脉络、角色重塑及优化路径

“课堂学习共同体”对推动课堂教学范式变革、催动深度学习、增强课堂实效具有重要意义。本文首先追溯了“课堂学习共同体”的发展历程,梳理了其逐步形成的脉络与背景;随后讨论了教师与学生在这一模式下的新角色,强调教师从知识传授者变为设计者、促进者和鉴别者,而学生则从被动接受者演变为创新者、共建者和反思者;最后提出了实现“课堂学习共同体”的优质化路径,包括构建问题链条、塑造“三式共俱”课堂样态以及制定显性和隐性规则。通过这些策略,旨在为创新教育模式、提升教学效果提供有益的参考与启示。

乡村振兴背景下“三下乡”实践对大学生政治认同的实证研究--课堂教学的中介作用

乡村振兴离不开人才振兴,通过“三下乡”的社会实践提升大学生的政治认同感,是激励大学生助力农村发展的重要举措。通过分析研究“三下乡”实践活动、大学生政治认同及课堂教学三者之间的关系,发现三者之间存在一定的相关关系,并且课堂教学效果在二者之间起到部分中介作用,间接影响大学生的政治认同。故该文在此研究结果的基础上提出增强大学生政治认同必须结合当地农村的地域资源,充分挖掘“三下乡”实践活动的特色和亮点,并通过课堂教学进行强化,以此增强政治认同。

CLASSROOM DYNAMICS THROUGH INTERACTIVE ACTIVITIES

课堂活力是作用于教学系统的动力。它直接影响教学活动的开展 ,并推动教学的进程。积极的课堂活力对学习者的精神面貌、学习动机和自我形象的形成会产生良好的影响。从而使学习者对所学的语言、学习的过程和作为学习主体本身持积极的态度。本文对不同学习群体特征及语言教学本质进行了分析 ,提出产生和增进课堂活力的有效途径———双向活动教学。这一方法以英语教学交际理论为基础 ,是我们两年多在中学与大学两种不同层次间开展英语教学研究的初步成果。本文介绍其基本教学原则、侧重点、步骤、双主体作用并展示教学个案 ,使读者了解如何通过双向活动教学营造和增进课堂活力。

朋辈榜样教育在小学课堂教学中的运用——基于观察学习理论

朋辈榜样作为小学生身边的重要同伴,易被学生接受和效仿。本文依据班杜拉的观察学习理论,引导学生通过树立朋辈榜样端正学习态度,相互学习,共同进步。在小学课堂教学中,运用朋辈榜样教育激发学生的学习积极性,是提高教学实效的可行之策,也是优化学风的有效途径。

Teacher's Role in the Oral English Class

English speaking has been paid more attention today, especially in the age of globalization. Teachers are attempting to find out more effective methods to enhance the teaching results of English speaking. Facing the great demands and present difficulties of oral English classes, teachers have to conduct more study and practice to find out what roles that an oral English teacher has to take in the oral English classroom. Compared with the traditional teaching role in the English classroom, an oral English teacher has to fulfill more than one role in the classroom teaching so as to provide better learning conditions for students. Lacking more exposure to the real interaction with native speakers, students expect the oral English teacher to be a creator of the language environment. With various teaching and learning activities in the oral English classroom, the teacher has to be a good organizer to ensure every student to achieve improvement. An oral English teacher also has to correct students'language errors while ensuring the smooth progress of the classroom teaching. Only when an oral English teacher make clear what roles he or she has to take in the classroom can he or she achieve effective teaching.

Role-play—一种在大学英语课堂上实现真实语言交流的方法

本文探讨role -play在大学英语课堂教学中的作用。通过实证研究说明这是一种受到语言学习者欢迎的方法。它实现了在课堂上语言的输入与输出的双向过程 ,把课堂与现实社会相连接 ,使语言学习不再枯燥 ,突出了语言学习的实用性。值得在大学英语教学的开始阶段大量使用。

Fostering Learner Autonomy by Developing Learners'Strategies in The Classroom

This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.

Teacher and Student Roles in Chinese Culture

Nowaday, going abroad to further education has gained the greatest popularity among chinese students. Majority of these oversea students may suffer from some problems in their cross-cultural classrooms, even though they are excellent in their own country. Chinese learners are frequently labeled as"passive learners", compared with other foreign learners. The teachers in foreign countries may also play a sharply different role in teaching. These problems have already attracted some education experts and researchers'attention and a few research programs and experiments have been conducted. This paper will adopt Tweed and Lehman (2002)'s Confucian-Socratic framework to systematically analyze student and teacher roles in Chinese culture and communicative norms of the students and teachers in Chinese contexts. A better cross-clutural classroom will be built on the basis of foreign teachers and chinese students'mutual efforts on understanding each other's culture background.

Interaction in Language Classrooms

All classroom pedagogy proceeds,necessarily,through the process of interaction,and can proceed only in this way.Interaction,therefore,is conceived of the fundamental fact of classroom pedagogy inherent in the very notion of classroom pedagogy itself,not just an aspect of modern language teaching methods that teachers may or may not wish to adopt in classes.It is self-evident that interaction is inescapably inherent features of successful pedagogy in L2 classrooms.The most effective way of developing successful second language competence in classrooms is to ensure that students have sufficient opportunities to participate in interaction.

Reflections on English Classroom Teaching Management

This thesis makes a preliminary probe into the present English classroom teaching in China.The problem of classroom management,accompanied by classroom teaching,has long existed in the teaching field,and has become increasingly complicated with the social development.This paper studies the problem from the aspects of theoretical foundations,the management in language classroom,suitable English teaching for Chinese students and so on.

课程思政视域下经济学课堂实验育人功能的反思与再出发

21世纪以来,经济学实验化是我国经济研究和高校经济学教育实践发展的重要趋势。许多高校探索形成的经济学课堂实验极大地提升了经济学知识传授等方面的育人功能,新时代全面推行课程思政建设下需要进一步反思和完善经济学课堂实验的育人功能,包括经济学课堂实验沿袭的现代西方主流经济学隐含的价值实质、作为真实社会经济过程的实践活动和拓展大学生综合素质和能力的育人功能等。新时代推进经济学课堂实验课程的改革,需要坚持以马克思主义为指导推进课程思政建设,从工具理性方法论优势的充分利用、社会实践内涵的深入挖掘和中国特色价值的凝练等方面不断提升高校经济学课堂实验育人功能,加快其本土化转型。

翻转课堂教学中英语教师角色期待研究

翻转课堂改变了传统的教学方式,也促使教师角色发生转变。课题组以学生为研究视角,运用SPSS统计分析软件对翻转课堂教学中学生对英语教师的角色期待展开实证调查,结果分析表明:学生对英语教师作为自主学习引导者、学习方法指导者、学习心理疏导者、交流互动参与者、学习活动优化者的角色较为期待,对学后反思促进者的角色期待最低。配对样本t检验结果显示:学生对英语教师角色期待与英语教师在教学中的实际教学行为不一致。教师应积极走出翻转课堂模式误区,摆脱传统师生关系的束缚,进一步加强教师角色意识,从而实现教师角色的有效扮演,促进翻转教学的可持续发展。

翻转课堂联合角色扮演在传染科带教中的应用

目的观察对比翻转课堂联合角色扮演法在传染科带教中的应用效果。方法选取2019年6月—2021年6月滨州医学院烟台附属医院接受的102名临床医学实习生为研究对象,以随机数字表法分为联合组、常规组,各51名。常规组采取常规带教,联合组在常规组基础上以翻转课堂联合角色扮演法进行临床带教。比较两组入科、出科时学习态度、考核成绩及带教结束后对带教的满意度。结果与入科时相比,两组出科时学习态度、基础理论知识及临床实践技能评分均提高,且联合组提高更明显,差异有统计学意义(P<0.05);联合组带教结束后对带教的总满意度为92.16%,高于常规组的74.51%,差异有统计学意义(P<0.05)。结论翻转课堂联合角色扮演法应用于传染科带教中可改善学生学习态度,提高带教效果,提升满意度。

翻转课堂教师的角色冲突与融合——基于生成哲学的视角

教师的角色冲突,是指教师因承担多重角色导致的行为之间的对立或矛盾,一般包括角色外冲突、角色内冲突和角色间冲突。在翻转课堂背景下,教师的角色冲突更加突出,具体体现在知识与能力、教学与管理、教学与科研、技术与人文倾向等方面。传统的角色冲突理论存在着机械主义、中心主义、二元对立及否定生成等不足。从解构主义主体论来看,角色矛盾与冲突是主体解构与生成的必经阶段,构成主体发展的动力。因此,须运用重新定义、沟通协商、顺应变化、自我认同等策略应对翻转课堂中教师的角色冲突,推进教学全面改革,使技术更好地促进学习。

课堂生态系统中师生角色探析——兼谈后现代主义的角色观

从生态学的观点来看,课堂教学过程中的师生是"能动的存在物",又是"受动的、受制约的和限制的存在物",行为主体的能动性是课堂生命力的根源。只有在一种合理的课堂生态中,行为主体的能动性才能有效地发挥。在不合理的课堂教学生态下,学生对教师的服从,往往只是对教师的霸权与控制的服从。后现代主义重视学生学习过程的体验,决定了教师在教学中需要体现"教学的组织者、情感的支持者、学习的参与者、信息的咨询者"等角色。

翻转课堂教学模式下教师角色重构及实现路径

翻转课堂作为一种新型课堂教学模式,对教师角色提出了新要求。翻转课堂教学模式下需要教师成为教学信念的革新者、教学活动的翻转者、学生深度学习的激发者、教学评价的辅助者及新型师生关系的重构者。翻转课堂教学模式中教师角色重构的实现路径有正确理解翻转课堂教学信念、合理设计翻转课堂教学活动、帮助学生转变学习方式、让学生成为翻转课堂教学评价的主体、主动建构翻转课堂教学模式下的新型师生关系。