Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made tw...Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made two questionnaires, which revealed that most students preferred and benefited from this new pedagogy. Based on the research, the author discusses the characteristics of the flipped-classroom pedagogy for teaching ESP as well as such basic ESP instructional principles as mulflmodality, interacfivity, practicability and leamer-centeredness. The flipped-classroom teaching mode is expected to supply valuable insights to College English teaching reforms in China.展开更多
This essay is written in the form of a mosaic. It intersperses simple language, primary and secondary quotes within text, footnotes and epigraphs from classical thinkers and cutting-edge researchers. It invites reader...This essay is written in the form of a mosaic. It intersperses simple language, primary and secondary quotes within text, footnotes and epigraphs from classical thinkers and cutting-edge researchers. It invites readers, be they casual or experienced, to a certain play of irony and fantasy in their reflection on the main thrust of the argument. The essay is divided into two parts. The first seeks to introduce the readers to some of the main concerns of frontier science and the Philosophy of Science at the beginning of this millennium： the Universe Models proposed by scientists from fields related to Physics and Mathematics in their eagerness to explain more and more discoveries and to lay out a solid new scientific paradigm. We are convinced that the leap between sidelines and insides--when confronting straightforward style with systematic contrast--does not lessen the rigor of research, and serves to lighten the density of the topic by projecting nuances and resonance onto the logos and its concatenation. It may also serve to vivify field and figure, in order to recreate the fertile delight that generally comes from a good reading of deep intertext.In the second part, we attempt to subtly demonstrate a fortunate discovery： the validity and solidity of the laws of Nature, upheld on the basis of their abstract mathematical expression （the Number Phi （φ）, the goldennumber or golden section）, which despite having faded into oblivion, buried under centuries of disuse in the fields of Aesthetics and Art, has proven to be useful as a critical instrument and a template for concrete solutions that we wish to share. We believe that this Model may serve not only to answer some of the scientific issues that we have referred to, but to redirect the discussion itself, and break the logjam of many frontier forums that place conditions on the application of the Models pro- duced over the last century. Having glimpsed those realms where analysis and common sense come together for addressing one of the most salient issues of our time, we chose to close the essay by offering practical, concrete findings on the topic of Models, which not only specialists in the field may find useful, but also any reader, especially educators, who are charged with sharing these findings with the present and future generations.展开更多
文摘Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made two questionnaires, which revealed that most students preferred and benefited from this new pedagogy. Based on the research, the author discusses the characteristics of the flipped-classroom pedagogy for teaching ESP as well as such basic ESP instructional principles as mulflmodality, interacfivity, practicability and leamer-centeredness. The flipped-classroom teaching mode is expected to supply valuable insights to College English teaching reforms in China.
文摘This essay is written in the form of a mosaic. It intersperses simple language, primary and secondary quotes within text, footnotes and epigraphs from classical thinkers and cutting-edge researchers. It invites readers, be they casual or experienced, to a certain play of irony and fantasy in their reflection on the main thrust of the argument. The essay is divided into two parts. The first seeks to introduce the readers to some of the main concerns of frontier science and the Philosophy of Science at the beginning of this millennium： the Universe Models proposed by scientists from fields related to Physics and Mathematics in their eagerness to explain more and more discoveries and to lay out a solid new scientific paradigm. We are convinced that the leap between sidelines and insides--when confronting straightforward style with systematic contrast--does not lessen the rigor of research, and serves to lighten the density of the topic by projecting nuances and resonance onto the logos and its concatenation. It may also serve to vivify field and figure, in order to recreate the fertile delight that generally comes from a good reading of deep intertext.In the second part, we attempt to subtly demonstrate a fortunate discovery： the validity and solidity of the laws of Nature, upheld on the basis of their abstract mathematical expression （the Number Phi （φ）, the goldennumber or golden section）, which despite having faded into oblivion, buried under centuries of disuse in the fields of Aesthetics and Art, has proven to be useful as a critical instrument and a template for concrete solutions that we wish to share. We believe that this Model may serve not only to answer some of the scientific issues that we have referred to, but to redirect the discussion itself, and break the logjam of many frontier forums that place conditions on the application of the Models pro- duced over the last century. Having glimpsed those realms where analysis and common sense come together for addressing one of the most salient issues of our time, we chose to close the essay by offering practical, concrete findings on the topic of Models, which not only specialists in the field may find useful, but also any reader, especially educators, who are charged with sharing these findings with the present and future generations.
