教师反思何以可能——教师反思的现象学研究及其现实意义

现象学关于原意识和反思的理论,对于理解教师之教、教师反思以及教师反思何以可能具有重要的启示意义。原意识是人对自己正在发生的行动的觉察,反思则是对这种觉察的觉察,并且是课题化的更具能动性和自觉性的直接觉察。在教的原意识与反思意识的关联关系中,我们可以更深刻和丰富地理解教师反思以及教师之教的养成与实现。对于教师反思以及教师之教我们可以做出这样的理解:教师自身真正拥有"教的意识",拥有对教的真实的理解,获得"教之先对教的拥有",是教师反思得以实现的起点,是教师之"教"得以发生和维持的源初动力。激发和养成教师的"教的意识"正是教师教育的职责和使命之所在。

对外汉语教学中真实情景的创设

在对外汉语课堂教学中创设真实情景,既不同于学生课外用汉语进行的日常交际,也不同于课堂组织的模拟情景,而是建立在师生之间或学生之间为获取信息而进行的交际活动。建立信息差是创设真实情景的主要方法。在具体教学中可采用个人关联法和看图说话的方式灵活运用。

对外汉语教学侧重性分析

根据在中国大陆地区学习汉语的外国人来源情况,以及针对东西方文化上存在的差异,作者提出了外籍学生在学习汉语时所面临的重点与难点问题及其可能的解决办法。在对比和参照其它语言教学过程中存在的优缺点基础上,本文作者在教学方法和课堂设计上提出了一些富有建设性的意见和做法,提供了一些有侧重性的教学参考示例。

蔡元培与威廉·洪堡教育思想之比较研究

对蔡元培和洪堡两位教育家的教育思想和实践做了一个粗略的比较，比较的重点是他们的教育独立观，他们对完全人格教育的看法以及他们的大学改革实践。

On the Integration and Disintegration of Material Resources under Parallel Information Context

This article begins with a brief introduction to the concept of parallel information and integration or disintegration of the teaching material resources. It discusses the necessity and problems of effective utilization in teaching material resources based on a questionnaire on college students and teachers. It also presents some suggestions for English teachers to be of good help to students in the utilization of material resources.

Application of cross-cultural cognitive pragmatic analysis to translation education

Translation is cross-cultural activity existing between two different language signs. In the process of translating, translators can not get out of the influence of cultural elements. From the angle of cross-cultural pragmatic contrasting, the author makes analysis of the problems of difference existing between the volume of information borne or transmitted between two different language signs in the process of translating under the influence of cultural elements, and points out that to study these problems, translators must consider a series of problems about cross-cultural cognitive context. This article also makes cross-cultural pragmatic contrastive analysis in world view difference, register difference, imaginative difference and metaphor difference. The author introduces the method of cross-cultural pragmatic contrastive analysis and suggests taking a series of measures to improve translation education.

Research and countermeasures on how to improve English parole competence of contemporary college students under non-target language environment

Based on linguistic theories which developed by Saussure and some other contemporary linguists, this article attempts to analyze the factors that cause low English parole competence of the contemporary college students under non-target language environment. It views that how to properly deal with the relationship between langue and parole is still a debating focus in applied linguistics. The result of low English parole competence of contemporary college students is due to the interaction of the contemporary College English syllabus, text books pedagogies and the English language level of both students and teachers. Thus it puts forward some suggestions to improve the college students＇ English parole competence.

Contrast and study on grammar teaching

The author adopts the research methods of presentations → contrasts → analyses by perceiving the drawbacks of traditional Chinese grammar teaching based on her overseas study experience as well as the understanding and study on the overseas related teaching methods, tries to use some new concepts and practice of foreign countries for reference, and works out the way to improve the traditional Chinese teaching methods.

An investigational study of non-English majors＇ international communication competence and countermeasures

Based on the data collected from the questionnaires, this paper discusses various problems concerning intercultural communication competence the non-English majors at ＂high-leveled, applicationoriented＂ level faced in Shanghai Institute of Technology. Besides, it analyzes the necessity and feasibility in developing intercultural communication competence, and puts forward some constructive suggestions to enhance intercultural communication competence in adult English teaching.

Intercultural Dialogue in the Teaching of Pope Benedict XVI

This paper is devoted to intercultural dialogue from the point of view of Pope Benedict XVI （pontificate between 2005 and 2013）. It presents pontifical documents, statements, and speeches dedicated to this issue as well as the conclusions resulting from them. The aim of the paper is to prove that intercultural dialogue and interreligious dialogue are within the context of a new scientific discipline--political science of religion--which deals with the issues of relations between the sphere of religion and the sphere of politics. Intercultural dialogue is tightly connected to interreligious dialogue. Interreligious and intercultural dialogue allows to create the world based on brotherhood and reconciliation. They are the foundation of the future, an effective tool to build a civilization of love and they are born out of God＇s mercy.

Developing Theoretical Relativistic Framework for Research in Open and Flexible Learning： A New Trend in Educational Research

The purpose of research study was to develop a theoretical relativistic framework for research in open and flexible learning environment because it is a new dimension in the field of education. Developing a theoretical relativistic framework for any research study is first and prime step in walking on the track to reach the distinction set by the researcher. Open and flexible learning is a new trend in education, enriched with ICT-use as a basic demand of the 21st century generation in all parts of the globe. So, it requires a theoretical framework for its initiation, implementation, development and evaluation which is relatively developed and advanced from the existing framework. In any research study the literature review is carried out in order to develop, build or construct a theoretical framework. The researcher of the study has observed while attending the international conference on ODL （AAOU, 2013） that most of the studies require theoretical underpinning for ICT-use in education. The researcher assume that being a new trend in education to use ICT for teaching learning purpose; it requires conceptual clarity and theoretical background of the user and researcher, because, without theory the practice is wastage of money, time and energy and it becomes ineffective and requires relatively new conceptual development. So, the problem stated by the researcher for the study was： Developing theoretical relativistic framework for research in open and flexible learning： A new trend in educational research. The objective of the study was integrating the interrelated concepts to build a pnemonological network for identifying the constructs in ICT-rich open and flexible learning environment. The study was significant because it provided theoretical background for conducting research in ICT-use for teaching and learning through open and flexible systems; whether blended or online learning and training. The methodology used by the researcher was qualitative and interpretive because there were reviewing of literature and meta-analysis for building the framework. The data were analyzed and interpreted by the researcher for the findings and drawing conclusions. On the basis of conclusions the researcher has made suggestions and recommendations for conducting research in open and flexible learning environment by using this theoretical relativistic framework. The framework was named as Virtual Learning Environment Framework （VLEF）.

Research on Effectiveness of Ideological and Political Education Research in We-media age

Self-media era of ideological and political education is facing new challenges： educators and educational object on gaining information changes reversibly, which challenged ＂teachers are＂ authority; the object of education is increasingly showing a strong ＂treasonable＂ , which is challenging the current ideological and political education model; fission dissemination of information is challenging the ideological and political education. We should give up the identity of the authority, and reshape the image of contemporary educators, we should innovate way of ideological and political education, building a network of new model of ideological and political is to deal with the challenges from the media, it＇ s an important means of improving the ideological and political implementation.

Research on Teaching Design of TESOL

TESOL is the abbreviation of Teaching English to Speakers of Other Languages. The basic meaning is international English teacher qualification certificate, and the teaching objects are the students which uses English as the second language. The theme of TESOL is to observe the methods and theory of English teaching, which makes the teachers＇ level of English teaching improve. On the basis of course learning experience of TESOL, the paper observes the disadvantages and advantages of TESOL from teaching design and teaching ideas. And the paper discuses the enlightenment of it for domestic English teaching.

English Teachers＇ Classroom Verbal Strategy in the Dialogue Teaching

The core of dialogue teaching is dialogue. The dialogue here refers to the way in which the teachers and students based on mutual respect, trust and equal position carry on the two-way communication and mutual learning through conversation and listening. One of the marked differences between dialogue teaching and traditional teaching is that dialogue teaching highlights the essence of the teaching process of communication and cooperation. At the same time dialogue teaching is based on students＇ psychological demand, which makes the teaching full of strong emotion. Using the dialogue teaching as the background, this paper mainly provides the guiding principles and practical advice for the teachers＇ classroom language strategies so as to achieve more effective teaching effect.

A Study on the Effects of Cooperative Learning in English Reading Class in Vocational Colleges

Since the late 1990s, the study on cooperative learning has been an educational fad in linguistic circle. The previous studies have shown that cooperative learning is a good method of learning. However, very few Chinese English teachers have really or commonly tried to apply the theory of cooperative learning in English reading class. On the basis of reading some related literatures, the author combine his teaching experience and the reality of the teaching subjects to put forward the following questions：l） Whether cooperative learning helps improve students＇ reading achievements？ 2） Whether cooperative learning can inspire students＇ motivation in learning English？ 3） Whether cooperative learning can improve students＇ English reading ability？ The results of the study show that cooperative learning used in the English reading class can not only stimulate students＇ learning interests, boost the students＇ motivation, but also raise their English language proficiency and reading ability.

On improving students＇ communicative competence by group interaction

In foreign language teaching, the communicative approach has been a dominant method for decades. However, some misconceptions of the communicative approach affect the results of group interaction teaching. This article tries to explore some existing problems as well as some relevant solution in the application of group activities in colleges with the aid of observation, questionnaire and interview.

The Construction of Learning Object： Tools for the Teaching

The main objective of this work was the construction of a Multidisciplinary Learning Object as a tool for teaching, enabling the use of information and communication technologies for use by teachers acting in elementary school, based on Discourse Analysis, Theory Cybernetic-systemic, the Multiple Intelligences and Collaborative Learning. All of them are informed by Foucault, Pecheux, Bakhtin, Gardner, Levy, and others. The theoretical contribution is justified to the extent that the student is above all a being inserted into a user company tool created by it over time, to act on the world. Theoretical principles underlying the construction of learning objects as tools for teaching are related to teaching and learning. The developed learning object establishes the link between the fields of pedagogy and usability, the step by step construction of each of them and their purposes, characteristics, and all detailed in the development of research. The construction of the learning object follows the steps of a methodological construction for the development of a computerized product, followed by a systematic planning and the design and construction.

The Nature of Philosophy for Children and Its Role in Teaching and Learning

The claim of philosophy connection with academic education is based upon the assumption that philosophy can change students＇ critical status （such as surprising, demanding standard...） and train them with reasoning, conception forming, changing, and investigating skills. Philosophy in school, on the one hand, is a progressive discussion about our future educational system so that it can provide safe training about how philosophy can be performed and mixed in school classes and auditoriums. Therefore, philosophy for children explains that how each teacher in each subject is able to accept a model of philosophical search and adapt it to the class situation. Philosophy is much better understood if considered as a public activity and a conversation according to what Socrates did, than just considered as an education subject which should be inserted in child＇s memory. On the other hand, philosophical opening, questioning, and surprising toward the word--the characteristics which are undeniable, admirable, and comprehensive----can be remained superficial and even bare. Unless, it founts from Socrates＇ dialectic insight： ＂I know that I don＇t know.＂ Philosophy for children is a program which involves them in every class discussion in the field of philosophical subjects. The aim of this program is the improvement of children though via introducing them numerous ＂Big Question＂ and enables them in considering these questions. Using this program, teachers encourage children to think more deeply on ideas about their schoolwork. This strategy mainly takes place in project community of classes. Children will deeply concentrate on their thoughts and skill and then improve them while considering and reinforcing their own and others＇ ideas in response to philosophical puzzles. This article aims to reply the following questions： What is philosophy for children？ What aims does it follow？ What is its content？ What skills does it consider？ How does it compose with the current educational programming？ What strategies does this curriculum follow？

Analysis of How to Establish a Dialogue-style Class Effectively for the Chinese Interest Course as a Foreign Language

In this paper, I take the Chinese interest class which is very common nowadays as a study subject. According to the characteristics of the Chinese interest course, I analyze how to establish a dialogue-style lesson effectively for the Chinese interest class as a foreign language. Combined with practice, I will propose some difficulties to you for advice while I summarize a number of effective ways that I succeed in my teaching.