读“国学”用“经典”——从《学记》说开去

对于教育，我们的先辈给我们提出了许许多多的教育理念和原则。在课程改革的今天，在对教育的各种试验都逐渐走向常规的时候，更需要我们去反思和探索，也许，从国学经典的阅读和理解中更能体现教育的本质。

Implementing Cooperative Learning in Intensive Reading Course for Chinese Learners of English

Studies on Cooperative Learning （CL） have demonstrated advantages and effectiveness of employing strategies of CL on English as a Second Language （ESL）. This report presents the processes of CL implemented in two English intensive reading courses at a Chinese university. The purpose is to arouse the students＇ awareness of working in groups in their English reading classroom and to enhance their reading comprehension at tertiary level. The results show that students can adapt to small group work when they realize the benefits brought to them. Although positive effectiveness of CL is prevalent at any levels in educational contexts, benefits of CL on ESL are not deeply cultivated as expected, particularly for Chinese learners of English and some problems can also be found in implementing CL. As the emphasis of curriculum of English Language Teaching （ELT） in China has been on developing students＇ competence in communication in English, it is necessary for teachers to adopt CL in classroom instructions rather than teacher-centered approaches.

Empowering higher order thinking via language and transformative learning

This paper examines how thinking can be shaped via language and transformative learning. It examines four aspects of higher order thinking viz metacognition, locus of control, self-efficacy and intrinsic values. The study involves a teaching intervention to provide empirical evidence to show that higher order thinking is improved when it is in the learning environment： （1） Provides opportunities for negotiation, shared control, critical voice, personal relevance and uncertainty; and （2） encourage language use in interacting, communicating and constructing meanings. The sample consisted of 77 accounting college students in Malaysia, randomly grouped into the traditional lecture style classroom and the transformative classroom. Four self-report questionnaires were used to measure higher order thinking and to assess whether students＇ perceptions of their learning environment. Split Plot Analysis of Variance （SPANOVA） and t-tests were used to test 3 hypotheses formulated for the study. The results show that when learning environment simulate the true arena for transformative learning and provides ample opportunities to use language, higher order thinking can be empowered.

Arsenic effect of English on the Igbo language

Arsenic is a metallic-looking poisonous chemical substance, which is odourless and tasteless. It is used for the manufacture of insecticides and fungicides. Arsenic may be absorbed accidentally through ingestion （food poisoning）, inhalation （toxic air） and permeation of skin. It has been scientifically proved that as little as 20 milligrams of arsenic may be life-threatening. It attacks delicate internal organs of the body, thereby, leading to health disorders and eventual death. On the one hand, this paper is set out to prove that the English language exerts similar killing effects on the Igbo language. On the other hand, the author will suggest ways of salvaging Igbo people＇s mother tongue from such killing effects.

The peculiarities of the newly compiled textbooks for English classrooms in China

Flexible and original thinking is the key to outstanding textbooks design. In order to teach English effectively, this paper discusses the changes, features and the effect of the function of new English textbooks and the strategies of addressing the problems arising between foreign and native English textbooks, and offers a framework for students that is not restrictive but allows them to develop their own individual learning process without the restrictions that teachers encounter so often in prescriptive teaching.

American individualism reflected in The last of the Mohicans

The paper explores the theoretical core of American individualism through the analysis of Cooper＇s The last of the Mohicans. It shows the significance of freedom and equality of each individual who may achieve perfection through self-esteem, self-confidence and self-reliance. The portrayal of the main characters indicates the concept of freedom and equality, expressing Cooper＇s expectation to establish an ideal new world. But with the extinction of the Mohicans, Cooper＇s expectation of establishing a beautiful new world is ruined. This dream is not realized in his work due to the conflicts of individualism with race and culture.

A systemic functional approach to EFL writing assessment

The present study aims to describe theme choices in students＇ writing with a systemic functional approach. The analysis of a student＇s written work chosen at random shows the student writer can apply various theme types in writing after receiving instruction in reading class. The author hopes to propose the pedagogical implication of teaching functional linguistics knowledge to advanced learners, because it gives the view to the students to write cohesive and coherent texts.

A study on the effects of formative assessment on College English teaching

Educational assessment as an important criterion to measure students＇ academic achievement has aroused much attention among English teachers and researchers, especially formative assessment due to its feedback in the course of language teaching. This paper conducts an empirical research to investigate the current situation of using formative assessment in College English teaching and its effects on College English teaching via questionnaires and interviews. The subjects of this research are 35 College English teachers and 5 classes of non-English majors in Harbin Engineering University. This paper finds that the use of formative assessment intensifies students＇ interests and develops their learning autonomy as well. Meanwhile, it provides timely feedback to teachers and modifies teachers＇ teaching strategies, which makes College English teaching more effective.

A framework of the suggested Meta-cognitive Strategy Training model

It is of great significance to carry out Meta-cognitive Strategy Training （MST） in current college English teaching context. After analyzing the advantages and disadvantages of some sequences and models for strategy training, the authors suggest the Meta-cognitive Strategy Training model which consists of 6 steps with Strategies-Based Instruction （SBI） employed to conduct the concrete strategy training.

Extensive Reading Research in the EFL Classroom of China: A Qualitative Meta-Analysis

Extensive reading has long been applied in the English as a foreign language classroom in China,but the fundamental theories and practical instruction are not satisfactory. The study aims to synthesize and examine extensive reading studies over the past fifty years(1962-2019) from a holistic perspective. By performing a qualitative meta-analysis, a total of 81 articles published in widely accepted journals were carefully coded and analyzed. Three latent problems emerged,including that 1) most extensive reading researchers misunderstand the inherent characteristic of extensive reading(i. e., pleasure reading) and less frequently follow the principles of extensive reading instruction;2) there are methodological weaknesses in empirical research designs, and;3)research scope is limited regarding participants and methodology. Suggestions for extensive reading research and instruction are included.

An investigation into the 2003 new English curriculum in China through teachers＇ interviews

Interviews are made with 10 middle school English teachers in Guangdong to seek their opinions and discover the implementation of the 2003 new English curriculum. It was agreed that there are many improvements, including the proposal of learning strategies and emotions, and attitudes to learning English. However, few actual measures are carried out in implementation. Lack of support from school, parents and students proves to be a headache for teachers. The problems that hinder Chinese secondary ELT are hence pointed out： the traditional teaching methods, examination means, constraints, teacher quality and lack of support. Compromises should be made between the decision makers, teachers to bring satisfactory results to ELT in China. especially the course planners and the middle school

Research on the role of attribution in reading comprehension among Chinese EFL learners

This empirical study investigates Chinese EFL students＇ attributions in reading. The purposes ot this study are to investigate the development of Chinese EFL learners＇ attributions for their perceived success and failure in second language reading and to clarify the relationship between learners＇ reading proficiency levels and their attributions. The results show that （1） Nearly half of the university students feel ＂Just so so＂ in English reading; （2） Environmental variables such as teacher feedback, peers or classroom play an influential role in the learners＇ attribution. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English reading.

Negative transfer in Chinese college students＇ English writing

Second language learners make errors in both comprehension and production in their Inter-language, and learners＇ errors have all along been one of the main focuses on language pedagogy. Based on the theoretical study of Inter-language, transfer, Contrastive Analysis and Error Analysis as well as the correlations among them, this paper concentrates on some production errors caused by negative transfer. Some typical inter-lingual errors made by Chinese-speaking English learners are categorized and analyzed from the syntactic perspective and lexical perspective. Hopefully by such an analysis of language transfer, the characteristics of Chinese-speaking English learners＇ Inter-language will be revealed, and it might be helpful for English teaching and enhancing learners＇ English proficiency.

Chinese English Learners＇ Text Reading Strategy Research

Reading strategies are different from identifying the words, but a kind of metacognitive activity based on the monitoring mode. This paper will explore Chinese English learners＇ text reading strategies according to the cognitive process of the reading, hoping for providing some suggestions and references for Chinese college students to learn English well and improve the text reading ability.

Understanding ＂Shanghai mathematics exchange＂ between Shanghai and Britain from social and cultural perspectives

＂Shanghai mathematics exchange＂ has been a prevalent theme, as well as a controversial topic. The program of＂mathematics exchange＂ which was executed by Shanghai Municipal Education Commission and the Department of Education： which is the highest performing jurisdiction in the world for mathematics. It is important to analyse and understand this project from political, cultural, social and other different perspectives. Meanwhile, This article applies Foucault and Bourdieu theories to illustrate the exchange programme and the changes of curriculum reform both in Britain and China. Practical evidences have provided the functions and the driving forces will be supplied for the further development of education continuously.

The Connotation, Characteristics and the Enlightenments of Emergency Literacy--Be based on the curriculum of early literacy in China

Reading and writing germination thought is the most popular early reading and writing thought in the world. The children who are formed are learning to read and write in their lives. Children are the active learners of reading and writing. Children learn to read and write is a kind of social process and reading. And the development of the interrelatedness of writing, it demands that the early reading and writing course of children have four characteristics active curriculum orientation, integrated curriculum content, infiltration curriculum implementation and meaningful reading and writing environment. The Chinese current kindergarten read-write curriculum develops should respect the baby language law of development, fulfills the initiative construction the curriculum orientation that makes uniform baby’s read-write experience, the curriculum content link baby lives the world and the building interaction read-write scene, the establishment has the significance language environment.

INTENSIVE READING: FIFTY YEARS OF ENGLISH TEACHING IN CHINA

This paper intends to critically review and reflect upon the origin and development of Intensive Reading, an English course that has been designed and taught as the leading or 'core' course among all the courses related to the training of the English language at tertiary level in China during the past fifty years. This course came into being under the influence of the former Soviet model of foreign language teaching introduced at the end of the 1940s — a shift away from the content-based to skill-based approach. Since the very beginning, the course has seen arguments over its overall objectives, content selection and methodology. Many believed that the development of all the basic language skills — listening, speaking, reading, writing and translation should be incorporated in the objectives of this single 'core' course. Inevitably there have been arguments over the allotment of time for each skill and methodology to be adopted. Such shift occurred partly due to changes in English teaching in high schools. Since mid 1980s, EFL practitioners and researchers in this country have begun to reexamine and reflect upon this model of English teaching against the overall achievement of our students as students' dissatisfaction grew. As a result, opinions against this conventional approach have been voiced. Although being under different names, the course is still listed in the new syllabus in China, with more emphasis on discourse competence. The confusion over its course objectives, however, and difficulty in teaching methodology for the training of so many skills will remain as ongoing reforms in high schools keep posing new challenges.