真鲷(Pagrosomus major)肠上皮组织中类立克 次体的超微形态与细胞病理学的初步研究

运用电镜技术对青岛地区患病真鲷进行了病原体检测，在肠上 皮组织细胞中发现一种类立克次体病原体。研究表明，该病原体具有完整的细胞包膜, 内部 具有低电子密度拟核，在胞浆中以两种类型存在-繁殖型和静止型；繁殖型类立克次体呈圆 形、椭圆、哑铃、长棒状，其长轴为0.2～0.8μm，形成包涵体，以分裂方式进行增殖；静止 型类立克次体为圆形，中等电子密度，直径为40～70nm，由繁殖型类立克次体出芽增殖形成 ；线粒体参与了包涵体的形成和类立克次体的增殖过程。细胞病理变化为上皮细胞肿胀并部 分解体，微绒毛破坏，线粒体变形，部分内嵴溶解；内质网膨胀，核糖体脱落。类立克次体 是导致鱼类病害的重要病原体。

Dreaming a Possible Dream： Getting Thai Students to Speak in English in a Public Speaking Class

The paper is an analysis of how much success Thai teachers of English have had throughout four decades of teaching English as a Foreign Language （TEFL） and the future direction to take. Thai teachers are aware that their students are not confident of their speaking abilities. That is why they try to avoid making mistakes in pronunciation and connected speech making as mistakes are taken as signs of inability. It is a common sight in an English class that Thai students prefer to remain in their comfort zone of using the Thai language. Speaking is a productive skill; teaching someone to speak cannot be successfully done through listening to the ＂how to＂ lecture. The author proposes that to dream a possible dream, the teachers need to change their course design to adopt the goals of English for communication and enhancement of soft skills such as networking skill, teamwork skill, self-management skill, creativity, and work attitude. An example of a course design used is discussed with the underlining learning theories for the course, the course organization, and the fruits of this endeavor. This course is adopting the ＂Teach Less and Learn More＂ approach, a route to take for real learning.

Cultural and Academic Meetings in the Writing Classroom： China and the West

With growing numbers of Chinese students entering Western universities, cultural understanding is of increasing importance, not least in higher education. Without a good understanding of the academic conventions of Western universities, Chinese students, and undergraduates in particular, are at a disadvantage in the multi-cultural classroom. Lack of knowledge of structural influences on higher education, including teacher-student relations, reference management practices, and assessment procedures, are likely to lead to failure and disappointment. This paper, which is based on writing workshops conducted at Beijing University and in Sweden （Kristianstad University and Linnaeus University） in 2014, focuses primarily on writing practices and conventions because written texts are the main means of assessment in higher education. Addressing four key problems encountered by Chinese undergraduate writers in Western universities, namely lack of familiarity with the structure of academic papers, lack of focus on relevant issues, copying and pasting without giving proper reference, and inadequate understanding and mastery of the conventions of academic English, this paper argues for greater awareness of cultural differences between the Chinese and Western systems of education. Not until this has been achieved can Chinese students realize their full potential at Western universities.

In the Name of ESP Comments on the Recent Discussion on College English Teaching Reform in China

One of the most controversial debate topics in current College English teaching is whether EGP （English for General Purposes） should be replaced by ESP （English for Specific Purposes）. The latest College English Curriculum issued by MOE （Ministry of Education） does not reflect the trend of developing College English Teaching by focusing on ESP, but rather on improving general English course books. However, the first local College English Curriculum published in 2012 in Shanghai focuses on developing ESP and English for academic purpose as its teaching objectives. This paper analyzes different definitions of ESP in China＇s education setting, compares different views on handling the relationship between EGP and ESP in China＇s College English Reform, and explores how to apply an appropriate notion of EGP to College English teaching in China.

A Proposal for a New Curriculum for EFL Education of China： Integrated Content-Based Instruction

Much debate has surrounded the question of whether middle-school students can learn academic content if they do not yet have a high level of proficiency in the English language, but content-based instruction has already been used to promote both the linguistic and academic development of CLD （culturally and linguistically diverse） students in the grade K-12 in Western countries. This proposal discusses the issues and dilemmas about the curriculum implementation in the EFL （English as a foreign language） education in China’s middle-schools and examines the nature of integrated contend-based （ICB） instruction by providing its rationale, definition, evolution, and delivery, and based on the above, it explores an excellent venue that the ICB could provide for Chinese student’s EFL learning and calls for the application of the curriculum of ICB into the EFL instruction in China’s secondary education.

The Use of Curriculum Integration in ELT within Secondary Schools in China

CTMRC - Curriculum and Teaching Materials Reform Commission; CTMRI - Curriculum and Teaching Materials Research Institute; ELT - English Language Teaching; MOE - Ministry of Education;

Investigation into the knowledge base of TEFL teachers in China

The key issues and challenges facing TEFL teachers in China with respect to prospective teacher preparation and professional development are discussed. Drawing upon earlier research on conceptual frameworks, the knowledge base of pre-service teachers is examined through research into the curriculums in TEFL education across diploma, undergraduate and postgraduate levels. A comparative study of the curriculum structures in the education of TEFL teachers reveals a number of key areas of concern： the main hindrance to the development of a stronger knowledge base of pre-service teachers lies in the serious shortage of pedagogical content knowledge, fundamental pedagogical knowledge that are currently available, as well as with the overall inadequacy of practicum hours. It strongly argues for the breadth versus depth in course design and calls for the imperative to reconceptualize the knowledge base of pre-service teachers.

Chinese Teachers＇ Understanding of Culture Teaching in ELT

In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture teaching, there are misunderstandings about it. A survey was conducted to find out how the teachers understand and meet the requirements of the curriculums. The results show even the teachers do not understand the objectives of ELT （English Language Teaching） stipulated in the curriculums. They need training and the requirements need clarification, so that the gap between what is expected and what is performed can be bridged.

The Strengths and Weaknesses of Mini-Class Model for Chinese College Students

When it comes to the practical use of English, the traditional college English class, which has big size and uses lecture-style teaching, has increasingly showed its disadvantages. The English Department of Harbin Engineering University has initiated a mini-class model in recent years, which has received positive responses from both teachers and students who have experienced the class. By comparing the lecture-style class with mini-class, this paper will introduce the strengths and weaknesses of mini-class according to the author＇s observation of the class as well as the feedbacks from teachers and students. As is found out, its strengths far outweigh its weaknesses, and therefore the model is highly recommended for college English class in other schools

A Comparative Study on the Education of Elderly University between China and Britain

The UK is one of the earliest countries in the world to set up an elderly university. There are many similarities and differences between Chinese and British elderly university. This paper makes a comparative study on the educational goals, curriculum, content and activities of elderly university in China and Britain, which is beneficial to the elderly university of our country for reference to the development experience of the elderly university in Britain. The elderly university in our country should also adhere to the value orientation of social adaptation and self-realization theory, further update the curriculum content, carry out diversified teaching activities, meet the diversified needs of the elderly for entertainment, learning and development, and ultimately improve the quality of life of the elderly.

Research on Application of Bilingual Teaching in College Business English Profession

Due to the process of closer connection between China and the world, Business English has been paid more and more attention, and gradually changed from a course to a major. Many colleges open course and major on Business English.In this profession, therefore, bilingual teaching of business professional courses has become an inevitable trend. But unlike some other countries practicing bilingual teaching, China has its own characteristics. In the course of teaching, we find some problems on the bilingual teaching of Business English.We put forward some improvement measures so as to solve these problems.

Understanding ＂Shanghai mathematics exchange＂ between Shanghai and Britain from social and cultural perspectives

＂Shanghai mathematics exchange＂ has been a prevalent theme, as well as a controversial topic. The program of＂mathematics exchange＂ which was executed by Shanghai Municipal Education Commission and the Department of Education： which is the highest performing jurisdiction in the world for mathematics. It is important to analyse and understand this project from political, cultural, social and other different perspectives. Meanwhile, This article applies Foucault and Bourdieu theories to illustrate the exchange programme and the changes of curriculum reform both in Britain and China. Practical evidences have provided the functions and the driving forces will be supplied for the further development of education continuously.

Educational Application for Special Needs Is a Learning Tool the Way Forward？

As the 21st century brings in a revolutionary change in the way students study at schools and universities, technology continues to play a crucial role in helping students achieve more conceptual and practical knowledge of topics taught in classrooms. Students with special needs too are now able to study in a general classroom setting, access relevant technologies and use them for higher cognitive development, helping them integrate with their surroundings. However, existing literature shows that though multiple learning tools exist that do enhance learning in special needs students, they either cater to specific areas of development such as Mathematics and English, or that are targeted towards a specified category of studentswith special needs such as autism and cerebral palsy. Furthermore, despite multiple laws and regulations supporting the right to education launched by the UAE （United Arab Emirates） government for special needs students, there seems to exist a need to provide classrooms across the country with educational applications that have a universal approach particularly in the UAE in order to include students with almost any special needs. This paper looks closely at the existing literature and highlights this gap, especially in the UAE and proposes to develop such a tool based on existing learning concepts.

SWOT Analysis on Flipped Classroom Based on Chinese Setting

The flipped classroom as a new teaching mode has provided a new thought for the development of teaching and learning. This paper first introduces the concept and features of flipped classrooms, and then compares some typical cases of flipped classrooms at home and abroad. Based on this, this paper introduces the business analysis method --SWOT analysis, to analyzes the strengths and weaknesses as well as the opportunities and threats of flipped classroom application in China. In addition, enlightenment on the application of flipped classroom in theory and teaching practice are provided in the final part of the paper.

Motivation in a Flipped Classroom, a Case Study of Teaching Oral English in a Vocational College in China's Mainland

This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Both qualitative and quantitative methods are adopted to analyze the data collected through interviews, teaching logs, as well as anonymous questionnaires and a summative assessment. Results show that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. As a result, conceivable progress has been made in learners＇ performance. Possible recommendations of incorporating periodic rotation within the class, adding certain teacher-led instruction, and informal evaluation with group members, are raised at the end of the paper to help further improve the teaching/learning outcome of the flipped classroom approach.

An Empirical Study on Interaction in EFL Classrooms in Middle Schools in Western Areas of China

Interaction in EFL （English as a foreign language） classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this gap, the current research investigates interaction in EFL classrooms in middle schools in China in terms of： （1） the amount of teacher talk and interaction; （2） the type of teacher questions and teacher feedbacks; and （3） the amount and forms of meaning negotiation. The data set include observation records and observation reports of 140 naturally occurring lessons in middle schools in China. The findings reveal that there is not much interaction in EFL lessons in middle schools in western areas of China, which is shown by class time dominated by TTT （teacher talking time）, teacher questions and feedbacks that do not encourage students＇ responses and very little negotiation of meaning Possible causes are analyzed, and implications of this research for EFL teaching in China, teacher development and further research are also discussed

Virtual Classroom in the Cloud Transnational Scandinavian Teaching With Digital Technology

In the Scandinavian countries： Sweden, Norway and Denmark, the project GNU （Gr^enseoverskridende Nordisk Undervisning, i.e. Transnational Nordic Teaching） is experimenting with ways of conducting teaching across the borders in the elementary schools. The cloud classes are organised with one class from each country in the subjects： language, science, math, social science/history. The teachers from the three classes work together to design teaching they conduct together with assignments the students will be able to solve only in collaboration with their fellow students in the three classes. The three year project ends in 2014 but already now there are some interesting findings on how transnational teaching collaboration works for teachers and students. This paper will focus on the different uses of web based tools of synchronous and asynchronous communication and discuss challenges and benefits in regard to learning and pedagogy with virtual classroom.

2013 Curriculum Reflected in an International Oriented Senior High School, Yogyakarta

Curriculum is one of important factors which contribute to improving learner＇s ability and potency in education. Curriculum used in school has a purpose to make learners be active and creative persons. It is an education plan that emphasizes the competency of learners. Indonesia, through its Ministry of Education, implements 2013 Curriculum officially that reflects the competency of learners. This curriculum is actually similar with competence-based curriculum which concentrates on learners. In senior high school level, English becomes one of the subjects of final national examination and also this is the last level for learners before they continue their study to university. International oriented school is a school that applies English as a second language and also a school cooperates with or uses international standard curriculum. Reflecting learning and teaching English in senior high school especially in the international oriented school is very important and needs special attention. This research investigates the implementation of curriculum in the international oriented senior high school in Yogyakarta. From the research, it is known that the school officially does not implement 2013 Curriculum. However, ACT （Assessment Certificate Test） curriculum and the values of the school automatically reflect the 2013 Curriculum because the school empowering implementation of competency-based curriculum in learning process that focuses on learner-centered learning, facilitating assessments of process of learning and fostering learners＇ autonomy through the curriculum is reflected in the school essentially in the programs and activities.

The Development of Chinese Cultivation of New Curriculum Reform

Chinese language teaching in new curriculum reform not only inherits and develops the old teaching mode, but also teaches the spirit of Chinese in the curriculum reform and cultivates the students＇ Chinese cultivation. This article mainly deals with the cultivation of Chinese self-restraint under the background of new curriculum reform, according to students＇ self - cultivation, emotion and rational interest.