ESL pre-service teachers＇ views of Teaching Practice supervision and assessment in Nigeria

This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional development of teachers. The main objective was to study the motivational dimensions of Teaching Practice （TP）, analyze trainees perception of the strength of their content courses （knowledge base） and pedagogy programme （psychology, teaching methods）, and investigate the quality of TP orientation program supervision and assessment by faculty （teacher trainers）. A survey was carried out to determine procedures and processes for minimizing anxieties and fears concerning TP and the relationship between faculty and trainees, mentoring and monitoring procedures, the giving of feedback and utilization of the views of students. Questionnaires were used to obtain information on the content courses or subjects which students found difficult, irrelevant or not adequately taught, what faculty should do to make TP experience better and rewarding to make them become professional teachers. Participants in the study found pedagogy courses relevant to their training and quite enjoyable. They also acknowledge that the courses help them to develop learner centered instructional skills and competence in classroom management. On the contrary, participants confessed they were weak in grammar and spoken English because these were not adequately taught, they also limited exposure to reading and writing. Focused group discussion with students revealed that TP Orientation Programs were too crowded and ill-organized to meet their needs and reduce their anxiety. The points of focus of the orientation-dress code, comportment in schools-were not as crucial as some issues-mentoring, relationship between faculty and students-which were left out. Respondents rated TP supervision and assessment very low because of inadequacies in the number of visits, lack of feedback and low level interaction with their trainers. Some of the students used peer interaction, self-development and self-study skills to improve their skills and cope with TP. The results suggest that knowledge base of students in ESL courses need to be strengthened and enriched. Orientation program should be geared towards trainee＇s needs. Also supervision and assessment require a lot of improvement while faculty should give prompt feedback and utilize trainees＇ opinions and views for meeting students＇ needs and improving TP.

Techniques & Processes of Teacher Education & Supervision for TESOL

This essay gives the brief rationales on techniques and processes of teacher education and supervision by designing an in-service teacher education course and analyzing one of sessions.And also,the essay discusses the feasibilities of these teacher education techniques and processes according to the current situation.

从协同到求异:指向教师专业发展的U-S合作优化研究

U-S合作是教师专业发展的重要举措。审视U-S合作的历程可知,U-S合作致力于多方位促进教师专业发展,协同逐渐成为U-S合作促进教师专业发展的底层逻辑。随着合作的持续推进,这一底层逻辑在促进教师专业发展方面所潜在的矛盾也逐渐暴露出来。一方面,大学与中小学的文化差异阻碍了协同的深度发生;另一方面,为了实现大学与中小学的协同,双方不得不做出诸多的妥协,在妥协的语境下,中小学教师往往面临着主体性丧失的风险。与之相对,在求异这一核心理念的引领下,跨界学习旗帜鲜明地提出了“差异即资源”的主张,并通过互动场域的营造和互动系统的建构,为“差异即资源”提供了现实可能,也为优化U-S合作提供了新的思路。

The Impact of Government Supervision and Consumer Purchasing Behavior on Food Safety

This paper aims at the theoretical analysis to the impact of government supervision and consumer purchasing behavior on food quality security, so as to look for safety strategies and measures to strengthen and improve the level of food safety in China. Reputation mechanism is introduced and Bayesian approach is based on, in which government supervision as well as consumer purchasing behavior is taken as crucial factors to impact on the food quality security. As to the proposed quantitative indicators, government supervision includes exposure rate, fine and etc.;at the same time, consumer purchasing behavior includes consumer’s WTP for security food and consumer expectations to food safety. Taking China’s dairy industry as an example, it makes simulation by Netlog. The results show that consumer purchasing behavior alone has little effect on the dairy companies’ decision-making to be honest or counterfeiting enterprises. However, combination government supervision with purchasing behavior has great impact, and plays very good effects on food safety.

On the Reconstruction of Teachers’Role of Business English Reading Classroom Teaching Based on Literature Circle

Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.

Emotional Value Care to Promote Emotional Communication Between Teachers and Students Under the New Era of Education Mode

With the development of the times and the progress of the society,the ancient education mode can no longer meet the requirements of the times.The concept of educating people must keep pace with the times.The way teachers and students get along is no longer like in ancient times,where teachers teach students to listen.In the new era,it is necessary to build a new model of interaction between teachers and students.If educators pay attention and come to understand students’psychology,listen to students’aspirations,tend to students’emotions,grow in love for education,and treat students from their hearts,they would be able to win the favor of students.Paying attention to students’emotional value can promote emotional communication between teachers and students.It is possible to adapt to the requirements of the new era for the construction of morality and ethics among teachers by caring for students’emotional value.

“优师计划”背景下师范生U-G-S培养模式价值、问题及对策

从“优师计划”背景下师范生U-G-S培养模式价值分析入手,剖析“优师计划”背景下师范生U-G-S培养模式中地方政府、师范院校、中小学校、师范生四个基本要素各自存在问题,提出“四位一体”师范生U-G-S培养模式提升对策,以当地政府为主导、以师范院校为引领、以中小学校为核心、以师范生为主体,统筹各方培养资源和优势力量,激活多方利益主体意愿,助力乡村卓越教师的培养。

The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

高质量的“U-G-I-S-C”教师教育模式构建研究

“U-G-I-S-C”教师教育模式能满足教师教育一体化发展、大学和中小学共同利益实现与优势发挥最大化、实现中国式现代化和教育强国建设培养卓越中小学教师的需要。为进一步提高我国教师教育质量,可从以下几方面优化“U-G-I-S-C”教师教育模式运行策略:明晰合作理念和共同利益目标,合作关系从松散走向共生;建立平等协商和高效工作机制,合作效果从单兵作战走向互惠共赢;共同发展教育作为爱的事业,从利益联合走向文化融合;增进技术赋能,促进教师培养从断裂式走向全程浸入式并基于循证的教师教育过程;完善保障机制,汇聚各方组织的巨大合力。

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

成效·局限·改革:“G-U-S”三位一体协同育师机制审思

“G-U-S”三位一体协同育师机制是指,政府、高校、中小学(含幼儿园)三方各司其职,责任共担、协同培育教师的一种制度形式与工作方式。现有的三位一体协同育师机制尽管促进了教师培育成效提高、教师教育资源整合、区域教育均衡发展及教师专业水平持续提升,但仍然存在相关决策主体单一、三元主体权责不明、培育方案不够成熟、协同培育管理不够协调等局限。为进一步提升“三位一体”协同育师机制的成效,理应构建具有一定行政职能的协同育师主体联盟,明晰“三位”主体各自的权责,完善协同育师培育方案,促进协同培育管理更加协调。

On Teacher's Feedback from the Perspective of Communication

Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the definition of teacher's feedback and analyses the functions of teacher's feedback in the classroom interaction and then explores some strategies for effective feedback based on communication theory.

智慧环境下的“U-S双师”课堂:设计、实施与评价

为破解教师教育者缺乏中小学教学经验、师范生在真实情境中实践机会有限等问题,文章基于协同创新和深度学习理论,系统构建了智慧环境下的“U-S双师”课堂教学设计框架,提出网络直播、真情境教学和课例展示三种双师课堂实施路径以及表现性评价设计步骤,并将其用于实践,开展行动研究。文章认为,智慧环境下的“U-S双师”课堂具有师生协同的互惠性、教学过程的进阶性和学习环境的智能性,是高校教师教育者与中小学教师共同开发课程内容,通过线上线下联袂执教或线下共同教学等形式,为师范生提供多元参与体验和个性化指导机会,促进师范生知识迁移、问题解决和实践创新的一种课堂形态。实践表明,师范生肯定“U-S双师”课堂的教育价值,能够积极参与并顺利完成学习任务,获得较为扎实的数学教学知识,形成创新思维能力和自我发展能力,但是评课交流方面的高阶思维能力亟待加强。

Vagueness in Teachers' Spoken Language

Politeness symbolizes human civilization,and is one of conduct codes of human beings.As a social activity,language use is subject to this code as well.Pragmatic vagueness is a common phenomenon in spoken discourse.Furthermore,it is an important strategy widely used in teachers' spoken language.Based on the politeness principle,this thesis explores the pragmatic vagueness by analyzing teachers' spoken discourse.Employing pragmatic vagueness in teacher's spoken language can smooth the relationship between teachers and students,and help teachers gain foremost effect on the education to their students.

基于PDSA循环的教师课例研修模式及应用实证

PDSA(计划—执行—审视—改进)循环是一种质量管理行动框架,因其能有效地发现并解决问题,逐渐在教育领域获得不断实践和发展。为解决当前课例研修运行模式和活动设计的规范性和实效性不足等问题,在PDSA循环的指导下,重构了教师课例研修模式,开展了两轮PDSA课例研修活动,并使用准实验研究和课堂观察相结合的方法验证了基于PDSA循环的教师课例研修模式的应用效果。研究结果表明,基于PDSA循环的教师课例研修既提高了学生学习兴趣和满意度,也提升了教师信息化教学能力。

Study on the Roles of a Teacher in College English Teaching Mode Based on the Internet

With the rapid development of modern technology and all-round reform in national college English teaching,Internet-Based teaching mode has become a new trend of college English teaching.Therefore,in the new teaching mode,the teacher should turn an inculcator into an instructor,facilitator and participant in teaching;a passive user of textbook into a dominant and modeler of courses;a planner of teaching specific tasks into an organizer of teaching process,a helper and shepherd of learning knowledge.

Two Necessary Elements of Being A Good Language Teacher

How to be a good language teacher has always been a hot topic in both academic and practical areas.This passage discusses about two elements which are important in the view of the author.A good lesson and the role of a teacher have been discussed in this passage.

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.

The Exploration of the Helpful Roles Teacher Can Play to Help non-English Major Students Improve Their English Writing

It is commonly known that writing is an advanced skill which is essential in language learning but at the same time the most difficult task for learners. This paper is with the aim to explore helpful roles that teacher can play to help non-English major students improve their English writing, so as to help improve their writing ability in the author's context.

An Analysis of Teacher's Professional Development of Higher Vocational Education

Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.