目的探讨以基于问题的教学法(problem based learning,PBL)联合以病例为导向的教学法(case based learning,CBL)在医院药师规范化培训教学中应用的效果,为提高药师培训质量提供参考。方法以医院药师规范化培训学员为研究对象,随机分为两...目的探讨以基于问题的教学法(problem based learning,PBL)联合以病例为导向的教学法(case based learning,CBL)在医院药师规范化培训教学中应用的效果,为提高药师培训质量提供参考。方法以医院药师规范化培训学员为研究对象,随机分为两组,接受传统LBL教学学员为对照组,接受PBL/CBL教学的学员为试验组。以学员考核成绩及问卷调查相结合的方法对教学效果及教学过程进行评价。结果考核方面,试验组的考核成绩优于对照组(P<0.05);对教学效果评价方面,试验组中赞同PBL/CBL教学模式具有良好教学效果和一定教学价值的人数占比高于对照组(P<0.05)。对教学满意度调查方面,PBL/CBL满意率为86.7%,明显优于对照组53.3%。结论PBL/CBL教学模式能更大程度地启发学生的自主学习、探索问题的精神,更好地培养其发现问题、解决问题的临床思维和决策能力。展开更多
Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes t...Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes the process of compiling iEnglish,a series of textbooks based on the Production-Oriented Approach(POA)and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing.By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process,the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.展开更多
Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical...Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical framework for using and evaluating Production-Oriented Approach(POA)teaching materials(Wen,2017),explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials.Multiple methods were employed in data collection,including classroom observations,teacher interviews,the teacher’s lesson plans,and PowerPoints,as well as students’written and oral products.Data analysis showed that the teacher followed a three-phase process of materials use.Before class,teaching objectives were set,materials were selected,adapted,and then transformed into teaching activities.During class,the teaching activities were implemented with the materials.After class,the effectiveness of using the materials was assessed.The study revealed that the teacher played an active role in practicing the essential POA principles of“productive-objectives-determined”and“input-in-service-to-output”in the entire process of material use.展开更多
In order to make EFL reading effective, it is important for teachers regularly to take stock of their perception of the nature of the reading process itself, relevant reading activities, and appropriate classroom mana...In order to make EFL reading effective, it is important for teachers regularly to take stock of their perception of the nature of the reading process itself, relevant reading activities, and appropriate classroom management. It attempts to put forward some important principles in teaching EFL reading, and to invite teachers to consider them as a starting point for a re-evaluation of their philosophy.展开更多
This study aimed to examine some coursebooks of English as a Foreign Language （EFL） to see whether they involve any cross-cultural topics belonging to different cultures from different countries in the world. Assumi...This study aimed to examine some coursebooks of English as a Foreign Language （EFL） to see whether they involve any cross-cultural topics belonging to different cultures from different countries in the world. Assuming that EFL coursebooks written after the communicative movements in foreign language teaching and learning in the 1970s and the 1980s would have a plenty of cross-cultural elements, it was expected to see these coursebooks would also have a lot of cross-cultural elements, especially regarding their publication dates. This study aimed to investigate to what extent teaching materials used in EFL setting involve intercultural elements. Accordingly, 5 coursebooks were evaluated, and topics and number of cross-cultural elements were presented. The coursebooks used in the study were published in 1998, 1999, 1999, 2001 and 2006 namely. However, as the results displayed, the frequency of cross-cultural elements were not mutually related to their publication dates. The distribution and frequency of cross-cultural elements were not balanced with the dates chronologically.展开更多
Text-theme, the writing or speaking motive, is construed before creation at the basis of a writer＇s or speaker＇s background and typical cognitive structures. This paper attempts to explore text-theme in the Pearl Ha...Text-theme, the writing or speaking motive, is construed before creation at the basis of a writer＇s or speaker＇s background and typical cognitive structures. This paper attempts to explore text-theme in the Pearl Harbor address to the nation within the framework of appraisal theory founded by James Martin, et al., the excavation is centered on how the grammatical resources of appraisal can disclose the addressor＇s evaluation of the text-theme. The aim for the study is to testify the operationality and practicability of appraisal theory towards the exploration on text analysis. It is hoped that the theoretical and practical significance in the present exploration of text-theme can provide inspirations and novel insights in the realm of English language teaching and text analysis.展开更多
文摘目的探讨以基于问题的教学法(problem based learning,PBL)联合以病例为导向的教学法(case based learning,CBL)在医院药师规范化培训教学中应用的效果,为提高药师培训质量提供参考。方法以医院药师规范化培训学员为研究对象,随机分为两组,接受传统LBL教学学员为对照组,接受PBL/CBL教学的学员为试验组。以学员考核成绩及问卷调查相结合的方法对教学效果及教学过程进行评价。结果考核方面,试验组的考核成绩优于对照组(P<0.05);对教学效果评价方面,试验组中赞同PBL/CBL教学模式具有良好教学效果和一定教学价值的人数占比高于对照组(P<0.05)。对教学满意度调查方面,PBL/CBL满意率为86.7%,明显优于对照组53.3%。结论PBL/CBL教学模式能更大程度地启发学生的自主学习、探索问题的精神,更好地培养其发现问题、解决问题的临床思维和决策能力。
文摘Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes the process of compiling iEnglish,a series of textbooks based on the Production-Oriented Approach(POA)and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing.By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process,the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.
文摘Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical framework for using and evaluating Production-Oriented Approach(POA)teaching materials(Wen,2017),explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials.Multiple methods were employed in data collection,including classroom observations,teacher interviews,the teacher’s lesson plans,and PowerPoints,as well as students’written and oral products.Data analysis showed that the teacher followed a three-phase process of materials use.Before class,teaching objectives were set,materials were selected,adapted,and then transformed into teaching activities.During class,the teaching activities were implemented with the materials.After class,the effectiveness of using the materials was assessed.The study revealed that the teacher played an active role in practicing the essential POA principles of“productive-objectives-determined”and“input-in-service-to-output”in the entire process of material use.
文摘In order to make EFL reading effective, it is important for teachers regularly to take stock of their perception of the nature of the reading process itself, relevant reading activities, and appropriate classroom management. It attempts to put forward some important principles in teaching EFL reading, and to invite teachers to consider them as a starting point for a re-evaluation of their philosophy.
文摘This study aimed to examine some coursebooks of English as a Foreign Language （EFL） to see whether they involve any cross-cultural topics belonging to different cultures from different countries in the world. Assuming that EFL coursebooks written after the communicative movements in foreign language teaching and learning in the 1970s and the 1980s would have a plenty of cross-cultural elements, it was expected to see these coursebooks would also have a lot of cross-cultural elements, especially regarding their publication dates. This study aimed to investigate to what extent teaching materials used in EFL setting involve intercultural elements. Accordingly, 5 coursebooks were evaluated, and topics and number of cross-cultural elements were presented. The coursebooks used in the study were published in 1998, 1999, 1999, 2001 and 2006 namely. However, as the results displayed, the frequency of cross-cultural elements were not mutually related to their publication dates. The distribution and frequency of cross-cultural elements were not balanced with the dates chronologically.
文摘Text-theme, the writing or speaking motive, is construed before creation at the basis of a writer＇s or speaker＇s background and typical cognitive structures. This paper attempts to explore text-theme in the Pearl Harbor address to the nation within the framework of appraisal theory founded by James Martin, et al., the excavation is centered on how the grammatical resources of appraisal can disclose the addressor＇s evaluation of the text-theme. The aim for the study is to testify the operationality and practicability of appraisal theory towards the exploration on text analysis. It is hoped that the theoretical and practical significance in the present exploration of text-theme can provide inspirations and novel insights in the realm of English language teaching and text analysis.
