Fostering Critical Thinking Skills in the EFL College-Level Classroom Through Online Collaborative Document Tools

This paper explores the potential of applying online collaborative documents to foster critical thinking skills in EFL college-level classrooms.Considering the limitations of traditional teacher-centered approaches and the need for innovative methods,the study examines the integration of online collaborative tools,using Tencent Docs as an example.The discussion highlights the importance of critical thinking in the academic and professional spheres and introduces the concept of online collaborative documents for enhancing this cognitive skill.Through a detailed exploration,the paper presents a model of employing collaborative documents within a college English class,demonstrating how students collaboratively learning an article.Then,the paper discusses the pros and cons of employing this technology in classroom.The conclusion emphasizes the transformative potential of integrating technology into pedagogy and its role in creating a dynamic learning environment.The paper underscores the importance of striking a balance between technology and traditional methods,foreseeing avenues for further research and development.

On Critical Thinking Skill Cultivation in EFL Teaching

Critical thinking has been recognized internationally as an essential skill for high-quality talents.This article analyzes what the experimental researches on cultivating critical thinking skills in EFL teaching have achieved and identifies the three weaknesses to be addressed in the future.Firstly,there are divergences among scholars on the concept and subskills of critical thinking.Secondly,the teaching modes and methods explored by the experimental researches are more personalized than systematic,which reduces their application and guidance value.Thirdly,the reliability and validity of the experiments need to be improved,and the cultivation practices tend to improve the critical thinking skills of some students,without considering the differences among students,especially the students with relatively poor language proficiency.

Cultivation of Reading,Writing,and Critical Thinking in the Teaching of Selected Readings in American Literature

Selected Readings in American Literature is a required course for the third year of English major,and it is also a compulsory course for the Bachelor Degree of English Language and Literature at School of Foreign Languages,Leshan Normal University.The course uses the combination of English literary reading and course paper writing to develop students’English reading and writing skills,while focusing on the cultivating critical thinking skills of English majors.

中国农村基本医疗卫生服务综合评价指标体系构建的定性系统评价

目的系统梳理新一轮医药卫生体制改革以来农村基本医疗卫生服务综合评价指标体系,基于PHCPI概念框架(primary health care performance initiative conceptual framework)探寻目前评价指标普遍关注的内容和可能被忽略的评价内容,为后续科学、全面地评价农村基本医疗卫生服务提供参考依据。方法通过中国知网、万方数据知识服务平台、维普中文科技期刊数据库检索2009—2019年有关农村基本医疗卫生服务综合评价指标体系的文献,基于SPIDER规范制定纳入排除标准,采用批判评估技术方案对纳入文献进行质量评价,运用框架合成法,选取PHCPI概念框架对纳入的文献进行归纳和总结。结果共纳入25篇文献,总体质量良好。评价体系中的指标可分为5个一级领域、16个二级领域、24个三级领域指标。综合对比各领域对应指标的文献数,卫生资金、效率等领域对应指标的文献数较多,均有20篇左右的文献,高于其他多数领域;投入、产出和结果的相应领域中,近85%的领域对应指标的文献在15篇及以上;服务提供的各领域中,仅18%左右的领域对应指标的文献达到15篇,40%以上领域对应指标的文献未超过5篇。结论农村基本医疗卫生服务综合评价体系对经济效益相关指标关注度较高,投入、产出和结果多数领域的指标重合度较高,评价体系对服务提供领域的关注度较低且内容分散。今后可加强对社会效益和服务提供相关指标的探索,以全面、综合地评价农村基本医疗卫生服务。

The Application of Flipped Classroom Teaching Model in English Writing Course in Educational Informatization 2.0 Background

The absence or inadequacy of critical thinking is one of the prevalent problems in English teaching and learning in China, which gives rise to various problems in learners’ writing: digression from the topic, unoriginal or uncreative ideas, loose logic, logical fallacies, and lack of real content. Under such circumstances, the present paper proposes the “teaching-learning-assessing-testing Four in One” flipped classroom mode in Educational Informatization 2.0 Background to develop learners’ critical thinking ability relying on technical support provided by the researcher’s school and the mode is then applied in English writing course. The application of the mode has achieved some effects. It is applauded by learners and may thus have some implications for the development of learners’ critical thinking ability in writing courses.