College English Teachers＇ Perceived Difficulties in Teaching Content-Based Courses and Opportunities for Their Knowledge Growth

This paper explores three College English teachers＇ perceived difficulties in teaching content-based courses in the Chinese context and opportunities for their change in the knowledge base. Interviews and classroom observation were used to collect data. After coding and recoding of the audio data, the researcher found that College English teachers face the following difficulties： positioning of themselves, commitment to the course, students＇ expectation, the balance between language and content, and administrative support. Meanwhile, the experience of teaching content-based courses offered them an opportunity to increase their knowledge of the content, the learners, and educational values. Some implications for CBI （content-based instruction） in curriculum reform were put forward at the end of the paper.

Research on identification of potential knowledge growth points in information science

The scientific system’s complexity makes it impossible to solve social problems by a single discipline independently,and interdisciplinary knowledge cooperation and innovation become an indispensable research mode of modern science.Identifying the potential interdisciplinary knowledge association is the key to promoting interdisciplinary cooperation.In this paper,based on analyzing the growth points of science,"knowledge growth point"is defined as the growth point of science that produces new knowledge,and its fundamental attributes and evaluation indexes have been analyzed.In contrast,the"interdisciplinary knowledge growth point"is defined as the introduction of related interdisciplinary concepts,theories,techniques,and methods,to conduct integrated research of key knowledge points of active disciplines,to generate growth point of innovative knowledge,and analyze its related research status.The identification of"potential interdisciplinary knowledge growth points"is helpful to promote knowledge innovation.Therefore,it is intended to analyze the identification methods of the generation of key knowledge nodes of the element of disciplines and interdisciplinary related knowledge,and explore quantitative and qualitative consultation to identify potential interdisciplinary knowledge growth points.