Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carrie...Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.展开更多
In this paper, we study the fractional-order biological population models （FI3PMs） with Malthusian~ Verhulst, and porous media laws. The fractional derivative is defined in Caputo sense. The optimal homotopy asympto...In this paper, we study the fractional-order biological population models （FI3PMs） with Malthusian~ Verhulst, and porous media laws. The fractional derivative is defined in Caputo sense. The optimal homotopy asymptotic method （OHAM） for partial differ- ential equations （PDEs） is extended and successfully implemented to solve FBPMs. Third-order approximate solutions are obtained and compared with the exact solutions. The numerical results unveil that the proposed extension in the OHAM for fractional- order differential problems is very effective and simple in computation. The results reveal the effectiveness with high accuracy and extremely efficient to handle most complicated biological population models.展开更多
文摘Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.
文摘In this paper, we study the fractional-order biological population models （FI3PMs） with Malthusian~ Verhulst, and porous media laws. The fractional derivative is defined in Caputo sense. The optimal homotopy asymptotic method （OHAM） for partial differ- ential equations （PDEs） is extended and successfully implemented to solve FBPMs. Third-order approximate solutions are obtained and compared with the exact solutions. The numerical results unveil that the proposed extension in the OHAM for fractional- order differential problems is very effective and simple in computation. The results reveal the effectiveness with high accuracy and extremely efficient to handle most complicated biological population models.
