Experiment of Adopting the Learner Blog in CALL-based Practical English Writing Course

The learner blog is adopted in the instruction of CALL-based Practical English Writing course for A-level non-Eng lish major sophomores in our school in the spring this year.After examining how the program is implemented in detail,sugges tions are provided for future instructors in this related program.To ensure the program a good start,it is advisable for instructors to set aside a certain time to help each student to create a blog account in the beginning.Besides,it is requisite to provide stu dents with blogs titles with elaborate design and with the evaluation and further comment of the blog in the course of face-toface communication.Using of blogs in CALL-based Practical English Course is helpful in improving students'writing quality,in gearing up self-introspection for participants,in creating cooperative learning community,in fostering autonomous learning and cooperative learning,in building up communicative channels between students and instructors and among students themselves.

In the Non-target Language Environment Immersion Teaching Design of the Chinese Writing Course

At the intermediate and advanced stage of the international Chinese education, Chinese writing is one of the important skill courses, one of the difficulties of learning Chinese. For a long time, because its acquisition is so difficult, but it cannot get rid of the inefficiencies and a lack of attraction of the traditional pen and paper training, it has become one of the teaching problems to be solved urgently in teaching research community. In the non-target language environment, the use of limited time and space in the classroom to training students＇ Chinese writing skill is an important task of the intermediate and advanced Chinese teaching. At the cultural environment in Westem Europe, learners＇ awareness of democracy and freedom are very strong, they are active, rich in their thinking, the interesting, challenging, and immersive of training activities are more attractive to students Immersion teaching design of the Chinese writing course is such a lively, fun, and interactive new design. This paper discusses the design method and a characteristic of immersion teaching Chinese writing course in the non-target language environment, analyzes its design basis and practice principles, and puts forward some suggestions on the application of this type of design.

The Practice of ＂Flipped classroom＂ in the Reading and Writing Course of College English

The reform of college English should focus on the ways to improve the practicing ability. This ability should be based on the improvement of students, which is the fundamental aim of reform on the college English. In order to cope with this problem, ＂flipped classroom＂has many advantages. By Giving definitions to the ＂flipped classroom＂, this dissertation analyzed the differences between the regular class and the ＂flipped classroom＂ and carried out a new way to improve the reading and writing course： we can take advantage of multimedia and new internet technology.

Validity Study on the Test Paper of the Academic English Reading and Writing Course

The aim of this study is to conduct the validity analysis of the test paper of the academic English reading and writing course referring to the freshmen of non-English majors in a university of Technology in Shanghai.The validity is mainly analyzed from these three aspects:the content and construct validity,the reaction process,and the internal structure of the test paper.And the principles of language assessment in the design of the test paper are given in this study.The validity study was also conducted in a class with 42 freshmen,and the scores of them were analyzed through the internal correlation coefficient from Statistic Package for Social Science(SPSS)25.0.Finally,the validity of the test paper is concluded.

ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and Composition Courses

This empirical study examines ChatGPT as an educational and learning tool.It investigates the opportunities and challenges that ChatGPT provides to the students and instructors of communication,business writing,and composition courses.It also strives to provide recommendations.After conducting 30 theory-based and application-based ChatGPT tests,it is found that ChatGPT has the potential of replacing search engines as it provides accurate and reliable input to students.For opportunities,the study found that ChatGPT provides a platform for students to seek answers to theory-based questions and generate ideas for application-based questions.It also provides a platform for instructors to integrate technology in classrooms and conduct workshops to discuss and evaluate generated responses.For challenges,the study found that ChatGPT,if unethically used by students,may lead to human unintelligence and unlearning.This may also present a challenge to instructors as the use of ChatGPT negatively affects their ability to differentiate between meticulous and automation-dependent students,on the one hand,and measure the achievement of learning outcomes,on the other hand.Based on the outcome of the analysis,this study recommends communication,business writing,and composition instructors to(1)refrain from making theory-based questions as take-home assessments,(2)provide communication and business writing students with detailed case-based and scenario-based assessment tasks that call for personalized answers utilizing critical,creative,and imaginative thinking incorporating lectures and textbook material,(3)enforce submitting all take-home assessments on plagiarism detection software,especially for composition courses,and(4)integrate ChatGPT generated responses in classes as examples to be discussed in workshops.Remarkably,this study found that ChatGPT skillfully paraphrases regenerated responses in a way that is not detected by similarity detection software.To maintain their effectiveness,similarity detection software providers need to upgrade their software to avoid such incidents from slipping unnoticed.

EXPERIENCE ON THE TREATMENT OF WRITING SPASM BY ACUPUNCTURE

Writing spasm, one aspect of the limbspasm in motor neurosis, is the involuntarycontraction of muscles resulted from distur-bance of the cerebrum. Occurring mainly inpupils and intellectuals, this disease is charac-terized by various degree of involuntary trem-bling of hand and arm when writing or draw-ing without obvious abnormality in the move-ment of wrist and shoulder. In TCM, the ill-ness is named "spasm when writing" or" over-work of wrist and is thought to be caused bymalnutrition of meridians and tendons due tostagnation of liver Qi when the patient suffersemotional stress. We have gained a little ex-perience in the treatment of the

Alternative Design of Postgraduate English Writing Course

This paper presents an alternative design of postgraduate English writing course to meet the requirement of the current postgraduate English teaching reform.The author believes that efficiently-organized writing activities based on practical needs could refresh teaching frame- work and consequently assist postgraduates in English writing.

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.

A Comparative Study of Teacher and Peer Feedback in ESL Writing Course

Feedback occupies an essential position in the ESL context. The purpose of this paper is to compare the advantages and disadvantages of teacher and peer comment and also review studies related to ESL learners' attitudes towards teacher and peer feedback. Many studies have revealed that teacher feedback has played an important role in L2 writing process. However, with the continuing research of L2 language writing pedagogy, it is argued that peer review could be a complementary teaching technique aiming to assist learners' higher thinking process and follow-up editing.

An Needs Analysis of English Writing Skills in the Engineering Context in China

This paper aims at investigating the needs of developing an English writing course for Chinese engineering students by employing the instruments of questionnaires and interview protocols.The results will be beneficial for the course development.

Application of Experiential Teaching in the Reform of College Students' Mental Health Course from the Perspective of Life Education

In recent years,the phenomenon of college students5 indifference to life occurs frequently which seriously damages the healthy growth of college students.Life education should be integrated into mental health education courses in colleges.Experiential teaching is a type of teaching activity that is characterized by students5 personal experiences and initiative,focusing on the participation of practical activities.Compared with traditional lectures,it improves students'interest and enthusiasm.In the mental health course,experiential teaching applies theoretical knowledge to real life and promote the improvement of students9 mental health to shape stable and mature personalities and eventually,promotes the development of life.College students5 mental health course should be integrated with experiential teaching practice in the perspective of life education,so as to better improve the teaching effect and guide students to form a correct outlook of life.

The Role of First Language Transfer in Second Language Writing and Pedagogical Implications

The influence of first language(L1) involvement in second language(L2) writing has been a theme widely discussed since the research on L2 writing process thrived in the early 1980 s. So far extensive studies have indicated that L2 writing is a bilingual event and the use of L1 is a fairly common strategy among L2 writers. In light of this cognitive characteristic of L2 writing process,a wide range of studies have been carried out,seeking to further reveal what role L1 plays in L2 composing process and how L1 assumes its role during the process. However,there seems to be no consensus reached by the L2 writing researchers so far on whether L1 involvement facilitates or interferes L2 writing,which results in a lot of confusion and frustration in L2 writing teaching practices. Therefore,this paper tries to examine the conflicting views on the role of L1 transfer in L2 writing process and analyze the reasons and theories that may underlie this phenomenon for an attempt to elicit some pedagogical implications for future L2 writing teaching.

阿尔茨海默病患者血清Ghrelin的表达水平及临床意义

目的:探讨阿尔茨海默病(AD)患者血清生长激素促泌素(Ghrelin)的表达水平及临床意义。方法:纳入48例AD患者作为病例组(AD组);同期52名健康体检者作为对照组。采集受试者清晨空腹外周静脉血3 mL,离心,收集血清,采用酶联免疫吸附试验测定血清Ghrelin水平。比较两组血清Ghrelin水平及MMSE评分,不同特征AD患者及病情严重程度血清Ghrelin水平变化;采用ROC曲线分析Ghrelin对AD诊断价值;采用Pearson相关分析Ghrelin与不同临床资料相关性。结果:AD组Ghrelin水平和MMSE评分均低于对照组(P<0.05)。不同性别、年龄和体质量指数患者血清Ghrelin水平无统计学差异(P>0.05);病程>3年患者血清Ghrelin水平低于病程≤3年患者(P<0.05)。不同病情严重程度AD患者血清Ghrelin水平比较:重度组<中度组<轻度组(P<0.05)。ROC曲线分析显示,血清Ghrelin诊断AD敏感度、特异度分别为87.5%、91.7%。经Pearson分析,Ghrelin与病程负相关,与MMSE评分正相关(P<0.05)。结论:AD患者血清Ghrelin水平下降,且与患者病程>3年、病情重度及MMSE评分下降相关。

SOME THOUGHTS ON A COURSE IN WRITING FOR ADVANCED STUDENTS

Two groups of advanced students (one, a class of 11 postgraduate students, and theother, a group of eight teachers) followed two separate but similar five month non-creditcourses in writing and rhetoric given at the Guangzhou Institute of Foreign Languagesin the fall and early winter of 1979-80.

基于产出导向“促成”环节的英语写作微课程设计——以How to write a business memo为例

文章概述了产出导向法(production-oriented approach,POA)的基本理论框架以及其中“促成”环节的流程,探讨了基于POA的大学英语写作课程的产出任务及教学流程,并从写作微课程实例出发,分析了“促成”的教学环节与教学安排,从内容促成、语言促成两方面探讨了基于促成环节的英语写作微课设计。

Life course changes provoked by chronic disease: A study on everyday life for patients with systemic lupus erythematosus

Objective:This study examined patients with systemic lupus erythematosus(SLE)as a means to explore the impacts of chronic disease on life courses.Methods:A semi-structured in-depth interviews were conducted with nine patients in China in 2017;participants were included based on their having or having had facial butterfly erythema.Results:The study focused on both the disease's impact on the patients'health and on their daily lives.Four core themes emerged:visible changes in the patient's bodies,social dilemmas,"the encouragement of disease",and a new perspective on the relationship between disease and health.One important finding was that the occurrence of a chronic disease did not have only negative repercussions;some patients felt that there were advantages to being sick.Chronic disease resulted in a reworking of daily life.The patients developed a self-referential model of healing.Conclusion:The distinct interpretations of the same disease offered by different patients served to yield a more complete understanding of the disease.People with SLE adjust their thinking about the disease based on personal feelings as well as experiences and pursue a dialogue on their illness based on the disease pattern unique to them.The meaning that disease had for the patients was not limited to negative connotations.

高校思政理论课教学与心理健康教育融合的理念与路径

以新思政观为指导,在对高校思政课教学与心理健康教育融合现状调研分析的基础上,坚持文化自信,从两者的目标、功能、内容和方法四个方面理顺思政理论课教学与心理健康教育融合过程中需面对的一些重要关系,厘清两者融合的基本理念;探析高校思政课教师心理健康教育素养的提升路径,寻找两者融合的切入口,多管齐下,探索新思政观下高校思政课教学与心理健康教育融合的可行性路径,推进两者的深度融合,不断增强思政课教学的思想性、理论性和亲和力、针对性。

以Cameron适时理论为基础的全程护理模式在烧伤后瘢痕整形患者中的应用

目的:研究以Cameron适时理论为基础的全程护理模式对烧伤后瘢痕整形患者的干预效果。方法:选择2021年9月-2022年6月笔者医院收治的60例烧伤后瘢痕整形患者为研究对象,采用随机数字表法分为对照组(30例)和观察组(30例)。对照组给予常规护理干预,观察组在对照组的基础上采用以Cameron适时理论为基础的全程护理模式进行干预,两组均干预8周。统计比较两组瘢痕恢复效果、并发症发生情况、心理状态、应对方式及护理满意度。结果:干预后,观察组创面渗出持续时间、疼痛持续时间均短于对照组(P<0.05);两组创面愈合时间、色素沉着率比较差异无统计学意义(P<0.05)。干预8周后,观察组瘢痕恢复总有效率显著高于对照组(P<0.05);观察组心理韧性评分高于对照组(P<0.05),焦虑、抑郁、心理困扰评分低于对照组(P<0.05);观察组屈服、回避评分低于对照组(P<0.05),面对评分高于对照组(P<0.05);观察组护理总满意率高于对照组(P<0.05)。干预期间,观察组总并发症发生率低于对照组(P<0.05)。结论:以Cameron适时理论为基础的全程护理模式对烧伤后瘢痕整形患者进行干预,可有效促进患者创面愈合,改善患者心理状态及应对方式,降低并发症发生率,患者满意度高,具有较好的应用价值。

国际法课程论文写作中的学生能力培养

国际法课程论文写作对增强学生学科信息收集处理能力、信息归纳叙述能力,提高思维创新能力、知识应用能力具有重要意义。学生在“国际经济组织法”课程论文实践中存在选题不当、论述不达、规范不合、时间统筹不够等问题。文章提出激发学生对于国际法课程论文写作的兴趣、培养学生的国际法课程论文写作综合能力的建议。

《精神心理照护学》“四式同堂”课程思政教学模式与实践

目的探讨护理学类专业课程思政建设的新模式新方法,为国内同类课程建设提供参考。方法以国家首批课程思政示范课程《精神心理照护学》为例,通过具体案例探讨“四式同堂”课程思政教学模式。结果“四式同堂”课程思政教学模式的“四式”分为:思政载体(专业知识点);思政素材(人文精神、家国情怀、职业精神、志愿服务等);思政融入方式(教学方法);思政价值。课程通过开展“四式同堂”模式,将知识传授与思政育人有机融合,达到知识传授、能力培养、价值塑造三位一体的教学目的。结论“四式同堂”课程思政教学模式促进了课程建设改革、教学团队成长,思政育人效果显著,可为相关专业课程思政建设提供借鉴与参考。