Exploration of Teaching Development Strategies for Double-Qualified Teachers in University- Affiliated Hospitals Based on Role Conflict Theory

This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.

The Application and Effect Evaluation of Corpus Linguistics in English Teaching

This paper explores the application and effect evaluation of corpus linguistics in English teaching.It first introduces the basic concepts and development history of corpus linguistics,then analyzes its connection with language teaching theories,discussing the advantages and challenges of using corpora in language teaching.Next,it delves into the methods and technologies for building and utilizing corpora,as well as their role in developing teaching resources.Lastly,within the framework and methods of teaching effect evaluation,specific application cases of corpus linguistics in teaching design are analyzed,and their effects are assessed.Recommendations for teaching improvement and future development directions are also proposed.

Some Applications of the Learning of the Research on Teacher Development in College English Class

Nowadays much concern has been showed on the research of teacher development and an effective way of teacher development, the action research. From the learning of these researches we get clearer that English teaching and learning is a continuous process in which many interrelated and intrinsic factors work together. Furthermore, we know that teachers＇ beliefs on teaching and learning play an important role in class. During the process of learning and teaching, a teacher＇s own learning from relevant books on education and learning helps a lot in increase teachers＇ awareness about English teaching and learning, and improving the classroom teaching. In this paper three effective applications of the results of the research of teacher development are introduced, which shows that a teacher is a decisive factor in the classroom setting and the research and learning about teacher development is useful for a teacher to improve himself or herself as a teacher.

A Study of Chinese Students in the United States and Its Implication for English Teaching in China

Language acquisition is a system with four components： language development, academic development, cognitive development and sociocultural development. Based on this theory, Chinese students in the United States are studied from three perspectives： linguistically, culturally, and social psychologically. It indicated that, to help Chinese students develop their English performance and cultural appreciation in this diverse world, the profession of English teaching in China should cover a variety of domains, including linguistic, cultural and psychological input. Both American and Chinese education can benefit from this special group of Chinese students if they can be better understood, and used as a bridge between China and U. S. cultural and academic exchange. In the meantime, the mirror held up to the Chinese students in these perspectives reflects not only who they are but also who they can become.

Research on the Construction of College English Teaching Teams from the Perspective of Educational Ecology: A Case Study of Geely University of China

In the context of globalization,college English teaching plays a vital role in cultivating talents with an international perspective.This study takes Geely University of China as a case,analyzing the existing issues within its English teaching team in terms of structure,curriculum design,and team collaboration.Utilizing the fundamental viewpoints and principles of educational ecology,the study proposes a cluster-based development model for teaching teams.It delineates specific pathways for team construction,aiming to enhance team cohesion and collaborative efficiency,foster professional development among teachers,and thereby achieve an overall improvement in the quality of college English teaching.

University-School Partnership in China:Teachers’Personal Factors,Working Conditions,and Principal Leadership That Explain Their Development in Teaching

In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school working conditions,and principal leadership in order to explain differences in teachers’learning when they have participated in the training program.Using a one-group pretest-posttest design,375 teachers from 12 primary schools in Shanghai participated.Their learning performances are measured by changes in their teaching quality as evaluated by their students.Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before.Three factors are significantly and negatively related to the changes in quality:teachers’educational level,the extent to which teachers feel emotional pressure in their profession,and the support from their school principal.Implications for school leaders and policymakers are discussed.

Innovation and development of foreign language teaching in China

Foreign language teaching has been playing a dominant role in China’s curriculum reform,especially in the present globalization of Chinese society and economy.However,the insufficient research into foreign language teaching and blindly adopting western theory demand China learn from its own experience and also develop western foreign language teaching theories that innovate and promote its education system and research.

ON THE DEVELOPMENT OF STRATEGIC COMPETENCE IN TEACHING ENGLISH IN CHINA

Introduction Nowadays, the communicative approach has become a common trend in ELT in China, and the term ’communicative competence’ is often heard when English teachers talk about how to improve their students’ ability to use English communicatively. Most teachers no longer use traditional methods of teaching English, particularly to teach speaking, which used to be restricted to sentence-patterning with given vocabulary for substitution drills. They now use all kinds of methods to teach speaking, such as group discussions, news/events reports, story-telling, arguing, expressing opinions, etc.. All these activities are meant to develop students’ ability to use English communicatively. To manipulate these activities well, and get students actively involved in the activities, one important factor in developing communicative competence should be emphasised: strategic competence.

Research progress on the identification and intervention strategies of situational crisis of college students

In order to identify and improve the level of situational crisis of college students,this paper studies and analyzes the identification and intervention strategies of situational crisis of college students,in order to provide references for the realization of early detection and prevention of situational crisis,improvement of intervention ability and formulation of college students'mental health service system.

The Influence of L2 Motivational Self System on the Willingness to Communicate among Chinese Undergraduate Students in English Medium Instruction Classrooms

This study adopts a case study approach to investigate the impact of the L2 motivational self system on Chinese undergraduate students participating in English Medium Instruction(EMI)programs.Through individual case analyses within authentic environments,the research explores how the ideal L2 self and external pressures influence students'willingness to communicate and decision-making processes in EMI settings.Three participants engaged in EMI programs were interviewed via the Tencent Meeting platform.The study employed NVivo software for qualitative data analysis.The results indicate that the ideal L2 self plays a crucial role in shaping students'willingness to communicate in EMI classrooms.Students with a clear ideal L2 self demonstrate higher levels of participation and engagement,driven by their desire to bridge the gap between their current English proficiency and their ideal level.Furthermore,external pressures,such as family expectations and career aspirations,contribute to the formation of the ought-to L2 self.While these pressures enhance students'motivation to improve their English skills,they may also induce anxiety and reluctance to participate,stemming from the fear of negative evaluation.Additionally,the ought-to L2 self strongly influences students'decisions to enroll and actively engage in EMI programs.While EMI programs align with students'personal and professional goals,individual differences in self-concept lead to variations in communication willingness among students.

Reconstruction of Teachers’Competencies:A Key Support for the Digital Transformation in Education

With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory,and the consideration of the core mission and attributes of educational organizations plus the urgency for digital transformation,this paper concludes four pillar competencies for teachers:curriculum development and teaching competency,human-computer collaboration competency,effective moral education competency,and self-growth competency.From the perspective of supporting the digital transformation in education,curriculum development and teaching competency is the premise and guarantee of“learning-centered”;and human-computer collaboration competency is the transformation direction of teachers’information and communications technology capabilities in smart environments;effective moral education competency determines the primary role of teachers in the process of digital transformation;and self-growth competency is the purpose and means of digital existence.Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.