Assessment and learning must not be considered as two separate processes. In fact, assessment is an integral part of the learning process; it can be learning experience in itself. Active assessment strategies help stu...Assessment and learning must not be considered as two separate processes. In fact, assessment is an integral part of the learning process; it can be learning experience in itself. Active assessment strategies help students better understand the content they learn and develop skills that will be useful to them throughout their lives. Some of those skills are the ability to prepare effective oral and written reports and the ability to cooperate successfully with peers. Action research represents the process of systematic inquiry and it helps teachers to assess learning from the perspective of what they do in the classroom. The purpose is to find out ＂why＂ or ＂how＂ something happened the way it did. Therefore, a situation or problem should be carefully examined by a teacher. Teachers should analyze their own beliefs, values, and assumptions about teaching and learning, knowledge and curriculum, and how these impact the way they interact with students. Feedback should be used as part of assessment activities. Learning experience of students facilitated by teachers can be assessed through feedback.展开更多
The paper reports on collaborative learning approach to a remedial class in Dynamics. It uses the Kolb model and 4MAT learning system to introduce a learning cycle based on collaborative problem solving exercises. The...The paper reports on collaborative learning approach to a remedial class in Dynamics. It uses the Kolb model and 4MAT learning system to introduce a learning cycle based on collaborative problem solving exercises. The teaching approach based on learning cycle is described giving examples of different teaching elements applied in particular quadrants of the learning cycle. The attitude of students and their different approaches to, learning are presented and discussed in detail. The results presented cover different aspects of the course delivery and students＇ perception. The results include students＇ statistics with respect to their registration and previous history related to the course, their motivatiion, assessment and satisfaction with the approach applied. This initial introduction of cooperative activities into the remedial Dynamics class can be assessed as a positive step in increasing student understanding and performance in the course. The students＇ positive reception of the non-traditional teaching method and their overall improved performance seem to confirm the advantages of collaborative leaming. In terms of the final grades, the results of the experiment were not as good as expected. However, the application of 4MAT learning system which exposed students to a variety of diverse learning styles improved the quality of education. The positive aspect of the experiment was the attitude of students and their acceptance of the new mode of course delivery. In conclusion collaborative learning could be extended beyond remedial groups to normal student classes.展开更多
Recent research on academic discourse has revealed the intersection of writing and writer identity construction. However, some terms that are being used in writer identity study are sometimes not only interchangeably ...Recent research on academic discourse has revealed the intersection of writing and writer identity construction. However, some terms that are being used in writer identity study are sometimes not only interchangeably used without making an explicit connection between them but also used in a way that may cause misunderstanding. The paper is intended to tease out four key terms, namely, stance, voice, self, and identity so that the respective role that each plays in academic written discourse can be differentiated on the one hand, and their interrelationship can be clarified on the other. It is hoped that such a panoramic picture can offer some pedagogical implications for academic writing teaching and research and provide some insights into the research on writer identity construction in academic written discourse as well.展开更多
文摘Assessment and learning must not be considered as two separate processes. In fact, assessment is an integral part of the learning process; it can be learning experience in itself. Active assessment strategies help students better understand the content they learn and develop skills that will be useful to them throughout their lives. Some of those skills are the ability to prepare effective oral and written reports and the ability to cooperate successfully with peers. Action research represents the process of systematic inquiry and it helps teachers to assess learning from the perspective of what they do in the classroom. The purpose is to find out ＂why＂ or ＂how＂ something happened the way it did. Therefore, a situation or problem should be carefully examined by a teacher. Teachers should analyze their own beliefs, values, and assumptions about teaching and learning, knowledge and curriculum, and how these impact the way they interact with students. Feedback should be used as part of assessment activities. Learning experience of students facilitated by teachers can be assessed through feedback.
文摘The paper reports on collaborative learning approach to a remedial class in Dynamics. It uses the Kolb model and 4MAT learning system to introduce a learning cycle based on collaborative problem solving exercises. The teaching approach based on learning cycle is described giving examples of different teaching elements applied in particular quadrants of the learning cycle. The attitude of students and their different approaches to, learning are presented and discussed in detail. The results presented cover different aspects of the course delivery and students＇ perception. The results include students＇ statistics with respect to their registration and previous history related to the course, their motivatiion, assessment and satisfaction with the approach applied. This initial introduction of cooperative activities into the remedial Dynamics class can be assessed as a positive step in increasing student understanding and performance in the course. The students＇ positive reception of the non-traditional teaching method and their overall improved performance seem to confirm the advantages of collaborative leaming. In terms of the final grades, the results of the experiment were not as good as expected. However, the application of 4MAT learning system which exposed students to a variety of diverse learning styles improved the quality of education. The positive aspect of the experiment was the attitude of students and their acceptance of the new mode of course delivery. In conclusion collaborative learning could be extended beyond remedial groups to normal student classes.
基金supported by China National Social Sciences Grant entitled “A Genre-based Study of the Dynamic Interdiscursive System in Chinese and English Professional Discourse”(NO.17BYY033)
文摘Recent research on academic discourse has revealed the intersection of writing and writer identity construction. However, some terms that are being used in writer identity study are sometimes not only interchangeably used without making an explicit connection between them but also used in a way that may cause misunderstanding. The paper is intended to tease out four key terms, namely, stance, voice, self, and identity so that the respective role that each plays in academic written discourse can be differentiated on the one hand, and their interrelationship can be clarified on the other. It is hoped that such a panoramic picture can offer some pedagogical implications for academic writing teaching and research and provide some insights into the research on writer identity construction in academic written discourse as well.
