基于活动理论的“学-教-行”混合学习模式设计

当代的教育实践,要求混合学习既能促进学生的知识学习,又能培养学生的创新实践能力.活动理论立足于学生的主体地位,强调通过中介工具将内部心理活动和外部实践活动,将学习活动和社会活动统一起来.论文基于活动理论,构建了“学-教-行”混合学习模式.该模式以在线学习平台为中介工具,将课程内容学习、知识内化重构和实践设计与实施等有机地链接为一个整体.

基于微视频的“学-教”教学模式的实验研究——以物理课程为例

在信息时代结合微视频促进物理的学习时,初中生并不能对理论知识进行很好地内化和理解,完全转化为自身的意义和概念.针对这个问题,本研究以物理课程为例,对赣州市某中学八(5)班的学生,进行基于微视频的"学—教"教学模式的实验研究.研究结果表明该模式对学生内化知识、理解与表达能力的提升,以及合作意识与态度的改善等各方面整体上有显著性差异,但是细分到优生、中等生、差生,不同层次出现了不同的差异,只有中等生在各个方面均有明显的差异.

Probe in college English teaching in Grade-C class

College English is not only an essential curriculum of language, but also is an extremely important curriculum of cultural in college education. As a result of various factors, there are individual differences in college students＇ English study. Therefore, to gradually improve all the students＇ English, graded teaching becomes the best choice. In this thesis, graded teaching will be studied from several respects. And I hope it can give some slight help to some of college teachers.

Communicative, Learner-centered Approach in EMP

This paper discusses communicative approaches in order to help the teacher effect an orderly transition from general English teaching to English for specific purposes. Language, considered as a tool of communication, no longer appears as a separate subject but as an aspect of other subjects. What is needed, therefore, is a different orientation to college English teaching and to find out an approach, which departs from what is generally taken. The approach aims at developing skills and ability to use language in the performance of different communicative acts. It is concluded that language teaching is essentially skill developing, variety is the spice of life and practice makes perfect.

Computer-based simulative training system--a new approach to teaching pre-hospital trauma care

Objective:A computer-based STS(simulative training system) in providing pre-hospital trauma care at a disaster site was applied to teaching nursing students in the Second Military Medical University,China.This article reports on the teaching effectiveness of this system.Methods:Among 92 participants,46 were in the study group and 46 were in the 'control' group. Each student completed a multiple-choice quiz after completing 18 hours(six three-hour sessions) of the study module,and a score was recorded.The simulative training module was completed only by the study group;the 'control' group was assigned in-class discussions for the same amount of time covering the same content as the study group.The final course scores,which included both comprehensive and group task-based tests were compared between these two groups.The study used a descriptive and comparative approach for quantitative data analysis.Tests of independency between the multiple choice scores and the simulation scores were also performed.Finally,anonymous surveys were conducted.Results:The study group performed better than the 'control' group with a significantly higher average score for the group scenario task-based test score,and consequently the study group's final course score was significantly higher than the 'control' group.As per chi-square tests,no significant associations were found between the multiple choice scores and the simulated training scores.The final surveys showed students overwhelmingly agreed that STS training improved their knowledge and skills,their ability to recognize a potential critical event, and their initial response for trauma care at pre-hospital settings.The survey responses of the study group were noteworthy as they indicated that students recognized the importance of simulative training,appreciated the realism of the simulation,and were able to fight/adjust to the stressful feelings in order to focus on the task.Conclusion:Computer-based STS may be an effective teaching model to help students improve their capability in providing pre-hospital trauma care,and in their effectiveness in disaster response.

Models for Teaching Culture in Computer-Assisted Language Learning

CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture

Work-related Stress for Female English Teachers： School of Foreign Languages （SFL）, Xi＇an Jiaotong University （XJTU）

This paper focuses on the female English teachers＇ work-related stress in the School of Foreign Languages, Xi＇an Jiaotong University. A survey produced some results that are worth studying. The teachers in this special group are keeping their heavy-burdened teaching job by finding ways to escape their work-related stress and at the same time trying to save face. Answers to the questionnaire have proved that Chinese cultural characteristics have been deeply rooted in the SFL teaching staff even though they have accepted and learned western culture over a period of many years.

Application Analysis of multimedia technology in the B-learning pedagogy

With the rapid development of modern information technology, in order to meet requirements of the new situation and new technologies, today＇ s teaching model has undergone a qualitative change. New teaching model are an entirely new challenge for health professional colleges, the college teachers and students. The Once chalk teaching is replaced by multimedia teaching, which is gradually popular in the country, including schools, tertiary institutions. But in recent years we have gradually discovered the shortcomings of multimedia teaching and thereby created a new hybrid teaching model B-Learning teaching. Multimedia technology effectively combining with the B-learning teaching model, will remove multimedia technology weaknesses, and better play their strengths in teaching.

Grammar Consciousness-Raising Tasks and Intermediate Learners＇ Achievement and Perceptions

While there is lots of empirical evidence showing that grammar consciousness raising tasks （GCRTs） have an edge over the traditional modes of grammar instruction, there is very little qualitative evidence reflecting learners＇ perceptions of externally imposed educational changes including GCRTs. To extrapolate the previous findings and fill in this gap, this study aims to： （I） test the alleged superiority of GCRTs in grammar instruction and （2） explore learners＇ perceptions of learning grammar through GCRTs. To this end, this study used a mixed-method design including a quantitative and a qualitative dimension. The former dimension aimed at testing the superiority of GCRTs on a random sample of intermediate learners from Simin language school in Karaj, Iran through the robust Solomon-four-group design and the latter dimension aimed at collecting and analyzing qualitative interview data on learners＇ perceptions of GCRTs. The quantitative results clearly showed that learners being taught through GCRTs significantly outperformed those instructed through the traditional mode of grammar instruction and the qualitative analysis of learners＇ perspectives showed that the participants had a positive perception of GCRTs and this positive perception was rooted in GCRTs＇ potential to： （1） facilitate the internalization of grammar and （2） involve learners in discovery learning. The findings have clear implications for syllabus designers and practitioners.

Role of computer teaching in employment-oriented vocational education

This paper starting from the current issue of computer teaching profession, proposes action-oriented approach for employment -oriented in the computer teaching. The implementation of action-oriented approach breaks the traditional teaching model, combine the learning of specialized knowledge and cultivation of professional expertise organically, and thus enhance the students＇ active learning, the ability to take the initiative to explore, making them develop in professional competence, social skills and personality

A New Way of Teaching Listening---- A Combination of Seeing, Listening and Speaking

Comprehending speaking materials in a foreign language is one of the most difficult tasks and one of the most useful skills in foreign language teaching. But for many years listening skills have not received the priority it deserves in language teaching. A traditional listening lesson often tends to test listening rather than teach it and does not practice the kind of listening that takes place in real life. This paper explores a communicative way of teaching listening--a combination of seeing, listening and speaking. The new teaching approach can inspire learners＇ interest, help learners develop a better awareness of how to listen, build up their skills and strategies in listening and prepare them to deal with the demands of real world communication. The present study attempts to measure the effectiveness of and student reaction to the new approach to teaching listening.

Observation on Theory-practice Teaching Mode of of Taxation Practice in Higher Vocational Colleges

Integrated teaching mode of theory and practice not only can integrate the theoretical knowledge and practical jobs, combine the theory teaching and practical teaching, but also can motivate learning interest of students and cultivate the professional skill of vocational students. Therefore, based on analyzing the advantages of integrated teaching mode of theory and practice, the paper observes the integrated teaching method of theory and practice and observes the problems.

A Survey on Students＇ Group Discussion in Conversation Class

This article makes an investigation of 114 English majors＇ level of a particular communicative performance and the general ability to perform in small-group conversations in their conversation class, and thereafter explores the reasons for their current level with the aid of questionnaire based on a rating scale, together with observation and interviews. Some countermeasures are provided to call for teachers＇ attention in their teaching practice.

Features of Culinary English

Different from literary English which tends to give a subjective description, culinary English tends to give an objective one. In addition, culinary English has other unique features as shown in this paper.

Study of English Teaching Model of Autonomous Leaming

Autonomous learning is a modem learning way that corresponds with the traditional acceptance learning. Students as the main body of learning by students＇ independent analysis, exploration, practice,questioning, create other methods to achieve the learning objectives. This paper analyzed the characteristic of self-learning and the theoretical basis of the implementation of autonomous learning during English teaching process focused on the College English independent study pattern.

Application of Flipped Classroom Teaching Model in English Teaching in Vocational Colleges

Although vocational college students have already had many years of English education, their foundation of English study is not satisfactory. Many vocational college students are not very interested in English study. There are many factors that cause this situation and some measures are taken to change This situation is also very important. Facts have proved that the introduction of flip classroom teaching mode can provide new ideas for improving higher vocational English teaching. This article is based on the topic of research, hoping to provide some methods for higher vocational English teaching reform.

Learner Autonomy and Attribution： A Paradigm Shift in ELT in India

Learner autonomy and attribution impact English language acquisition. Learners should be encouraged to take the responsibility for their success or failure, and achievement or underperformance in the acquisition of English as an L2 （second language）. A paradigm shift can be visible on the part of teachers and students of English only when they are metamorphosed voluntarily into classroom facilitators and autonomous learners with changed duties and responsibilities. As facilitators, teachers closely monitor learners＇ attributions to their success/failure in English language courses. ＂Attribution＂ means ＂how learners learn about themselves and order uncertain environments＂. Teachers are very often unaware of learner attributions; so it becomes essential for them to increase their awareness of learner attributions so that they can become facilitators. Interaction is the only medium for acquisition of English in the classroom, and teachers can play the role of a catalyst only when they allow students to become leamers with autonomy and right kind of learner attributions. Autonomy implies accountability. Very often, learner attributions clash with teacher attributions. As long as there is a clash, teachers can never claim themselves as facilitators of learning. This paper identifies the attributions of Indian learners of English, and studies if they clash with those of teachers. It also finds out the means of minimizing the negative and undesirable attributions of both facilitators and learners. Two standardized research questionnaires were developed and administered among students and teachers to identify the attributions, and to detect the desirability and feasibility of learner autonomy in the Indian context.

Vocabulary Teaching Strategies Focusing on Language Learner

As we enter the 21st century, acquisition of vocabulary has assumed a more important role, and as some would argue, it has assumed the central role in learning a second language. On one hand, students have a strong desire to improve their English level in order to make them more adaptable when they step into this competitive society after graduation. On the other hand, most students are facing a great difficulty in learning a large number of vocabularies though they do spend a lot of time and energy on it. Also, recent researches show that students don＇t like the classroom that is still teacher-centered and lecture-based. They want to be more involved in class and more responsible for their own studies. Hence, it is important to equip students with necessary strategies for dealing with vocabulary learning activities. In this paper, three strategies are recommended： extensive listening ＆ reading and contextual guesswork, communicative activities and group-work and the use of dictionary.

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.

Reflections on the Learning of Subjunctive Mood in English Language

This essay mainly explores the present situation of students＇ drawbacks in learning English grammar, especially the section of subjunctive mood and analyzes the definition and the usage of subjunctive mood as well as the basic causes to the above-mentioned phenomenon. Finally it presents some practical solutions according to the writer＇s years of experience in learning English.