学生也上“教研课”——浅谈小学语文课堂教学模式的新元素

“我就是我，是颜色不一样的焰火。”每个人都是独一无二的，作为教学过程中的主体——学生，教师在关注、尊重他们差异的基础上，如何让他们的学习闪烁不一样的焰火，绽放灵动愉悦的火花？在小学语文课堂教学中，可以尝试让学生也像教师一样常常上“教研课”，从而进一步张扬个性，提升素养，优化自我。

Researching Classroom-Based Assessment for Formative Purposes

This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

Understanding the Process of Pre-service EFL Teachers＇ Reflective Thinking on Classroom Interaction

Based on Dewey＇s （1933） connotation on reflection, this study focuses on the process ofpre-service EFL （English as a foreign language） teachers＇ reflective thinking. There are eight teachers participating in the study during their practicum. Their reflective diary, the interviews between the researchers and the teachers, and classroom observation data are triangulated each other. The features of their reflection process are concluded： （1） Their reflections tend to be spontaneous interpretation; （2） their reflective thinking is partly ＂reasoning＂ phases; and （3） they depend on the authorities in the process of reflective thinking. Some implications are made for the guidelines in EFL teachers＇ practicum

Teaching Programming Concepts to K-12 Teachers With Scratch

This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.

Research Summary （2004-2014） on College English Teaching from the Perspective of Dynamic Foreign Language Curriculum Theory

From the perspective of dynamic foreign language curriculum theory, this paper combs, summarizes and reviews the number, contents and topics of the College English Teaching research in China from 2004 to 2014. On the basis of the research above, this paper puts forward the proposal that college curriculum planning, implementation and evaluation should be put into China＇s social, political, economic and cultural backgrounds, and the dynamic ecological system of College English Teaching should be established by using information technology so as to cultivate high-end foreign language talents.

Morphological and Structural Categories： Geometric Attributes of the Form of Places

The author knows how to interpret the city is a complex task that met the physical form and also all the images that are transmitted by the sensations. However the aim of this paper is to demonstrate the importance of studying the morphological categories, using the geometric attributes of the shape of places, facilitating the development of three-dimensional view of the architects, in particular for students of architecture. This article is part of the Project ＂Education of the Eye＂ which introduces the training of the eye as a strategy to understand the architectural forms characterizing the volumetric space （architectural, urban and landscaping）, through the polyhedra and their relationships. It is linked to the research line Teaching of Architecture Graduate Program in Architecture -- PROARQ-FAU/UFRJ. The investigation of the way in this direction, interacts with the knowledge produced by the groups SEL-RJ -- Research Group on Systems of Open Spaces in Rio de Janeiro, ProLUGAR -- Design and Quality of Place and EAG-Education-Environment Group.

The Future Is Here： m-Learning in Higher Education

The way we learn has changed dramatically in the new millennium. The introduction of e-learning in higher education in the late 1990s has opened Pandora＇s Box, and brought radical changes in the way where undergraduate and postgraduate programs are designed and delivered. The rapid developments and popularity ofhandheld devices such as smart phones and tablet PCs using wireless networks and mobile Intemet have marked new developments in higher education, introducing the so-called mobile leaming （m-learning）. This means that university students can have access to their studies related content, anytime, anywhere in a personalized manner; this is what renders m-learning so popular and fashionable among university students globally. Nevertheless, instructors are now challenged as they have to adopt new pedagogies in learning and teaching. This paper discusses the concept of m-learning, as well as the current developments and challenges related to the major stakeholders （educators and students） in higher education.

Thinking on Practical Curriculum in Normal Education

In the forefi＇ont of education reform issues, teacher training has got unprecedented attention. College students are the main force future teachers, especially whose professional skill level improvement is the one of the current problems to be solved. The key to solve the problems lies in the rational development of practical education courses. Practical curriculum is a theory of practice, whose law of development expressed as a paradigm of action research. Practical Curriculum development is a prospective co-development law practice combined with theory.

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 Way of the Novice English Teachers＇ Professional Development in Secondary School

In the modern times, the professional development of teachers is a hot topic among the educational world. Facilitating the professional development of teachers is one of a most important way to improve the teachers＇ personalities. However, how to facilitate the professional development of the novice English teacher in the secondary school is still a big and headache problem in front of all education managers and all novice English teachers. For this reason, it has a huge practical significance to look for some ways to research the professional development of the novice English teachers in secondary school. The objective of this research is to promote the professional development of novice English teachers in secondary school through a wide range of ways. It also aims to promote the whole personalities of all English teachers and the whole English teaching qualities. This paper wiU research in how to promote and facilitate the professional development of the novice English teachers in secondary school from the parts of country, school and teachers. Specificly speaking, from the perspective of country, it contains the way of some short trains for novice teachers from superior educational department and some educational action research; From the perspective of the secondary school, it includes school-based in-service training, the exploitation of school-based curriculum and learning team; From the perspective of teacher themselves, it includes teaching reflection, observing other teachers＇ class and using micro-teaching to promote teachers＇ teaching skills.

The Countermeasures Research of the Problems Existing in Five-year Higher Vocational English Teaching

As the basic course of the five-year higher vocational education, both teachers and students have been spending a great deal of efforts on English, but the effect is still unsuccessful. On the basis of many educators＇ researches in English teaching, the author presents the problems which associate with our real situation and analyzes the reasons of these problems. Then, aiming at the problems, the author takes measures in teaching reforms and researches on teaching reflections.

The Impact of Online Automated Writing Evaluation:A Case Study from Dalian

Automated writing evaluation （AWE） technology is being adopted in classrooms in China and the USA. This paper presents the results of a case study of the application of AWE in Dalian, China. The quasi-experimental study was conducted in 2010 in Chinese middle school English language classrooms. An effect size of 0.30 was found in favor of the experimental group using AWE as an online formative assessment. Student survey responses and teacher observations are presented as convergent evidence to illustrate the impact AWE technology has on teachers, students, and student achievement in English writing.

An Overview of the Development of Research on Public Speaking Course from 2004 to 2013

This research explores the studies published in English from 2004 to 2013 on the Public Speaking （PS） course to provide a preliminary framework of the research paradigm and identify its major themes and sub-themes in this field. A maiority of the studies were from the communication literature, with the remaining studies coming from the disciplines of linguistics, education and psychology, which indicates research on PS is multidisciplinary. In the literature, the years 2004 and 2005 saw a peak of studies from native-speaking countries while the years 2011 and 2012 began to see an increase of the research from non-native speaking countries. Nearly half of the studies fell into the non-empirical category. With the method of content analysis and based on the research agenda in the public speaking proposed by Lucas （2011）, seven themes were identified, including public speaking anxiety, goals of the public speaking course and pedagogical strategies, pedagogical content, course assessment, technology and integrative methods as pedagogy, PS textbooks, and adaptation of the course to non-native speakers. It is hoped that the findings here can contribute to refining research on PS course in China and providing insights for Chinese practitioners.