CLASSROOM DYNAMICS THROUGH INTERACTIVE ACTIVITIES

课堂活力是作用于教学系统的动力。它直接影响教学活动的开展 ,并推动教学的进程。积极的课堂活力对学习者的精神面貌、学习动机和自我形象的形成会产生良好的影响。从而使学习者对所学的语言、学习的过程和作为学习主体本身持积极的态度。本文对不同学习群体特征及语言教学本质进行了分析 ,提出产生和增进课堂活力的有效途径———双向活动教学。这一方法以英语教学交际理论为基础 ,是我们两年多在中学与大学两种不同层次间开展英语教学研究的初步成果。本文介绍其基本教学原则、侧重点、步骤、双主体作用并展示教学个案 ,使读者了解如何通过双向活动教学营造和增进课堂活力。

A Brief Look at Classroom Activities of Foreign Language Teaching

分别对热身、采访、猜疑、拼板、协同、讨论、模拟与角色扮演等七类外语教学课堂活 动进行论述,分析了它们在外语教学中的作用,并针对活动的操作提出了一些建议。

The Design Principles of Micro-Video Production and In-Class Activities on the Base of Flipped Classroom

Flipped classroom is a brand-new teaching mode both at home and abroad. Its core is to reverse teaching sequence and teaching content by letting students watch self-made videos to learn relatively junior teaching content before class, thus leaving students adequate space to exert full activities in the classroom to complete knowledge absorption and consolidation. This article focus mainly on the design principles and relevant experiences of video production. In the meanwhile, the article also puts forward instructive suggestions for teachers to make appealing and stylistic videos as well as mobilize the enthusiasm of students.Video as the stepping stone only serves as a media to convey knowledge before class, the class is the core to convert students' traditional role to be the real master by a series of effective activities, which should be carefully designed by teachers. So the second focus of the articles falls on the design principles of in-class activities.

Group Activities in Task-based Communicative Classroom

In a task-based communicative classroom, group activities are effective ways to devdop students' 4 basic language skills. However, not all group activities can reach the expected results. English teachers should pay attention to some aspects in organizing a classroom group activity.

On Classroom Activities and the Training of Oral Communicative Competence of Students

This paper is on training the students' oral communicative competence. The author promotes the shortcomings of "listen and answer" activity, analyses and compares several classroom activities. This paper illustrates some problems in conducting these activates and solutions to them. Author proves that the ways can help students improve their oral communicative competence.

Study on classroom activities in children English class

Though classroom activities in children English class have been studied by many scholars, there is a lack of real class investigation and analysis on this subject. Combining the observations of classroom activities in a real children English class with the interviews with the child students and the teacher in that class, this paper presents various classroom activities used in real children English class. Among all the activities of greetings and free conversations, guessing new words, pair or group work, games, songs, chants, making stories and competition, child students prefer games, role play, making stories, and competitions, in which children can take the initiatives; while the teacher favors greetings, guessing new words, role play, and group work. The problem of the activities that children students like the most is that they may cause some disturbance in class. To solve this problem, the author thinks that these activities are better to be put at the end of the class.

Using Multiple Intelligences Approach in Designing Classroom Activities

In 1983, Horward Gardner, a professor of education at Harvard Universiy introduced the theory of Multiple Intelligence. This theory states that people have a unique blend of capabilities and skills （intelligences）. In the classroom context, it implies that students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways. Based on the theory, Gardner challenged the previous practices that gauged intelligence using IQ test which focused more on the ability to use language and/or logic. According to him, the measurement of people＇s intelligence should not be limited to linguistic and logical-mathematical abilities only, but should also cover other abilities. In addition to language and logic, Gardner proposed six other intelligences, which in the past were known as aptitudes or interests, namely： Visual-Spatial Intelligence, Musical Intelligence, Bodily-Kinesthetic Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence, and Naturalist Intelligence. As an English teacher, we often have to deal with the fact that our classes consist of students who posses different intelligences. To help the students reach their maximum learning potential, teacher needs to respect students＇ uniqueness and accommodate the variety of intelligences. This can be done by applying multiple intelligences approach in designing classroom activities.

美国《化学教育》“JCE Classroom Activity”栏目内容简介与启示——以铁的氧化速率的实验探究为例

简要介绍了美国《化学教育》JCE Classroom Activity栏目中历年的内容主题和特点，并对铁的氧化速率的实验探究进行了分析，从而得出对我国化学实验教学的一些启示。

美国《化学教育》Classroom Activity栏目内容呈现形式与启示

简要介绍了美国《化学教育》杂志中JCE Classroom Activity栏目内容的呈现形式和该栏目中活动的开展条件，从中得出该栏目的特点以及对我国化学教育的几点启示。

Encouraging Active Learning Method in EFL Classroom

In active-learning classroom,the students play an active role in learning,and they are not only actively participating in classroom activities,but are interacting with the teacher and their peers.The teachers shoul try to avoid a noisy class with no real effects at all and they should help those who are poor at expressing in English.They should be encouraged to express themselves.To conclude,active-study method has brought us reward.

Classroom Activity and Intrinsic Motivationin EFL Teaching and Learning

The question of how to motivate language learners has been a neglected area in L2 motivation research, and even thefew available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at initiatinginterviews and conducting follow-up questionnaire to obtain classroom data on motivational classroom teaching activities and theactual effect of these strategies. This current study provides new insights into English classroom teaching with further researchinvestigation and teaching implication to promote students＇ integrative motivation through classroom teaching activities.

An Empirical Study on Promoting Students’ Active Participation under“Task-based Teaching”in Adult ESL Classrooms

This paper focuses on a beginner adult ESL classroom aiming to enhance their participation under the guidance of“taskbased teaching”method. By incorporating three strategies of priming students to elicit their prior knowledge on certain topic, designing a sequence of tasks to scaffold students for the final produce and modelling with lower level students to ensure their under? standing of task instructions, the activeness could see a significant increase.

A Study on the Design of Task Activity in the Post- task Stage of Middle School English Classroom

The task activity in the post-task stage is mainly to enable the students clearly aware of their own language learning process in the existing problems and effectively solve them through the ＂do-it-again＂ , language focus and other activities, and at the same time the focus of this lesson, difficulties are more clear and clear. It can be said that post-task activities play a vital role in highlighting priorities, breaking through difficulties, and achieving effective goals for teaching goals. The design of the activities in the post-task stage is to complete the task and language focus together, reflecting the distinctive characteristics of task-based teaching. The design of the activities in the post-task stage can be achieved through evaluation, language focus, and extra-curricular activities.

循证视域下小学数学听评课教研活动实施的个案研究

基于循证教研视角,以北京市A小学数学学科教研组为个案,采用访谈法、观察法和实物分析法,探讨教师的听评课教研活动现状。结果发现,听评课教研活动存在过程清晰但形式松散、要素健全但流于浅表等问题,如活动主题未契合教师现实需求、教师缺乏基于问题和围绕证据的专业合作等。这些问题主要是由教研活动主题需求错位,教师证据意识匮乏、循证能力薄弱,制度文化抑制以及缺乏专家引领等引起。建议:优化流程,明晰听评课的可视化路径;调研教研需求,提高教师的批判反思能力;促进教师树立循证意识,寻找证据观照;搭建循证合作支持系统。

“学生中心”模拟课堂的教学设计

传统模拟课堂,因教师教学设计时局限于教师本位和教学本位,产生了教学单向灌输、目标脱离学情、导入价值有限、问题层次失衡等系列问题。缘此,“学生中心”模拟课堂践行“学生本位”的教学思想,聚焦学习需求和发展,呈现“新四中心”的特征,真实展示出课堂“教”行为、“学”生成和“评”实施等预设。研究以福建省第五届教师教学技能大赛初中综合实践活动片断教学为例,阐述“学生中心”模拟课堂的教学设计策略,为一线教育工作者提供教学上的实用参考。

Flipped classroom approach to global outreach:cross-cultural teaching of horizontal strabismus to Chinese ophthalmology residents

AIM:To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States.METHODS:Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018.Residents were instructed to watch a pre-class video lecture prior to the in-class-casebased activity.Content tests(5 Ophthalmic Knowledge Assessment Program style questions)and surveys were administered before and after the classroom sessions(100%response rate).These results were compared to that of an American cohort who were taught the same content.RESULTS:The Chinese cohort of 12 residents preferred the flipped classroom to the traditional classroom at higher rates than the American cohort of 40 residents(92%vs 55%,P=0.04)and felt that all ophthalmology topics would be appropriate for the flipped classroom teaching style(P-values between 0.008 and<0.001).In both Chinese and American cohorts,we found that the exotropia curriculum saw a small but significant improvement in performance following the flipped classroom session(P=0.025 for Chinese residents;P=0.001 for US residents),whereas scores in both groups for the esotropia course did not significantly improve.CONCLUSION:This is the first study to evaluate the flipped classroom model implemented by a visiting ophthalmology professor in a global outreach setting.The flipped classroom sessions are viewed favorably by the Chinese residents relative to the US cohort with a modest impact on knowledge.Decreased in-person interpreter requirement and increased student engagement make this model valuable in cross-cultural visiting professorship settings.Finally,the flipped classroom may lend itself well to a virtual format to prevent the transmission of COVID-19,although such a format requires further study.

Team management in college English classroom teaching

With the rapid development and furthering of higher education, most Chinese colleges have carried out large-scale enrollment program, which is a necessary improvement toward higher education reform. Meanwhile, the increasing number of students has posed new problems and requirements for the old teaching method： the English teachers are facing more students and larger classes. In Zhejiang University, City College （ZUCC） the credit system and course selection has challenged the English teachers on a higher level. Every English teacher is facing classes of more than 40 students from various departments with sharp contrast among individual students in their English proficiency level and local background. How can every student actively participate in teaching activity so as to achieve better performance in English class？ Many teachers, therefore, have adopted team activity and cooperative teaching method to stimulate student participation in class. Inspired by the management theory to optimize student groups into independent teams, the concept of team construction and team management has been introduced into College English Teaching in ZUCC, which has given new meaning to team activity--it will become an interdisciplinary teaching method with its own feature.

Flipping the College English Classroom

The flipped classroom is an emerging teaching mode which is originated from the United States and is now prevalent in many countries. It is helpful to build a more harmonious relationship between the teachers and the students, to enhance the students＇ self-study ability, to create a favorable learning environment, to realize the individualized teaching in class, and to improve the students＇ English ability. The study focuses on the college English classroom in China. The author tries to prove that the flipped classroom is a helpful way to improve the teaching and learning effect of college English classroom. A teaching procedure for the flipped college English classroom is designed in the hope of changing the current college English teaching condition.

How to Let the Students Communicate in the Classroom

the teacher themselves. The teacher are too fastidious and stringent which will make the class become a battlefield. Everyone is afraid of speaking during the class. And furthermore, the way which the teacher uses to communicate with student is not suitable. As a common sense, communication is art art, so we should choose the right way to communicate with the child. Furthermore, we need to put more focus on the communication way of teachers, and find out how to let the students communicate in the class. In this short essay, I try to propose some measures to the teacher on this topic of communication in the class.