学会迁移

一节课堂观摩课引发了作者的思考。文章从三个方面强调了课堂中的一些迁移问题：语言迁移、问题迁移和实验迁移。

Enhancing Cultural Awareness in the EFL Classroom： Theoretical Analysis and Strategies Development

As the world becomes more interconnected, learning a foreign language in the associated cultural context proves to be more efficient and effective. EFL （English as a Foreign Language） Teachers are sparing no efforts to raise students＇ awareness and understanding of the culture and to help students become interculturally competent. On the basis of thorough literature review on cultural study, this paper probes into theoretical analysis and strategic approaches of cultural learning in EFL classes. The extensive strategies are discussed and presented in the paper so as for more confidence and capabilities from practitioners incorporating sufficient cultural knowledge and understanding into successful EFL classroom.

Study on Foreign Teachers＇ Teaching Validity of English Majors

With the deepening of global economic integration, the internationalization of education has become the trend of education development in the world. The paper intends to study on foreign teachers＇ teaching validity from English majors＇ students＇ perspective. The essay mainly adopts the classroom observation method to directly observe foreign teachers＇ classroom. In addition, the paper used the questionnaire and interview method for the English major students to get the first-hand feedback information to explore the existing problems of foreign teachers and then puts forward some suggestions.There are there parts in this paper. The first part is introduction of background and significance, and then it mainly analyzes performance of English majors from the present situation of the foreign teachers＇ class, and finally solves some common problems in classroom teaching.

Differentiated Use of the Cross-Lingual Strategy in Foreign Language Teaching： A Grounded Theory

Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.

Cultural and Academic Meetings in the Writing Classroom： China and the West

With growing numbers of Chinese students entering Western universities, cultural understanding is of increasing importance, not least in higher education. Without a good understanding of the academic conventions of Western universities, Chinese students, and undergraduates in particular, are at a disadvantage in the multi-cultural classroom. Lack of knowledge of structural influences on higher education, including teacher-student relations, reference management practices, and assessment procedures, are likely to lead to failure and disappointment. This paper, which is based on writing workshops conducted at Beijing University and in Sweden （Kristianstad University and Linnaeus University） in 2014, focuses primarily on writing practices and conventions because written texts are the main means of assessment in higher education. Addressing four key problems encountered by Chinese undergraduate writers in Western universities, namely lack of familiarity with the structure of academic papers, lack of focus on relevant issues, copying and pasting without giving proper reference, and inadequate understanding and mastery of the conventions of academic English, this paper argues for greater awareness of cultural differences between the Chinese and Western systems of education. Not until this has been achieved can Chinese students realize their full potential at Western universities.

Explore the application of educational information in College English Teaching

With the development of information technology, it has become a hot topic in higher education sector that integrate IT with other disciplines in university and bring it into the classroom. This paper demonstrates the integration of information technology and interactive college English teaching aiming to improve the efficiency of classroom teaching and the quality of teaching so as to achieve the modernization of education and cultivate modem talents in a better way.

The Importance of Parent＇s Intervention in Early Years

The purpose of this article is to highlight the importance of parent involvement and intervention in early childhood education. What formulates the lock and key theory in early childhood programs is parental participation versus educational achievement. Upon the parents＇ vital involvement, it is perceived that social and cognitive development, aided by educators, will be significantly achieved. Furthermore, parent＇s early intervention is an added value to classrooms and schools, for it creates a dimension of involvement in the decisions which shape the children＇s education as a whole. Moreover, and due to parent/teacher cooperation in the classroom and at home, the child＇s interest in learning will be triggered, yielding other positive outcomes. Therefore, people must emphasize the parent＇s role in order to aid children＇s complex and evolving multi-cultural and global nature.

The advantages of apply flipped classroom teaching in high school Chemistry Teaching

Flipped classroom teaching is a new teaching mode introduced from the United States. The reason why it is defined so is because of it overturn the traditional teaching procedure ＂classroom information impartation - knowledge internalization after class,＂ and at the same time, it also transforms every elements of teaching. For chemistry, which is a very practical course, the introduction of the new teaching mode is an opportunity and also a challenge for us, we need to study carefully and keep trying.

The Process of Personalized Learning Based on Flipped Classroom

The new teaching mode of flipped classroom plays an important role in college English teaching reform in China. Personalized learning can be realized by flipped classroom. Firstly, selection and production of the teaching content before class is very important. Secondly, the organization of teaching activities in class should be well prepared. At last, the realization of combining personalized evaluation and integrity evaluation system is a vital issue for teachers to consider.

The role repositioning of teacher and student in the process of knowledge internalization under flipped classroom

Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.

Stereotypes in a Foreign Language Classroom --Modifying Negative Attitudes to Enhance Foreign Language Learning

The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL （foreign language） learning and teaching and to discuss practical solutions to be used in a FL classroom to teach the worm about the worm by questioning the stereotypes learners have of other nations and languages. This paper is an attempt to present some ideas of FL teachers＇ role in developing students＇ socio-cultural competence with the aim of raising their cross-cultural awareness and questioning the stereotypes students bring into a FL classroom. The methodology used was an analysis of fragment of tape scripts from listening comprehension activities from a course book preparing Polish secondary students for the school leaving exam. The topics discussed concern opinions about attitudes towards and judgments of various cultural aspects, be it drinking tea or discussing the weather, impressions people have about other nations, or languages people speak.

Focus on Creating Teaching in Classroom, Cultivate Innovation Ability

Generative resources are mainly derived from the students （sometimes from the teachers）, which is dynamically generated in the students＇ practice, self-inquiry, and cooperative communication. Gifted children refer to a group of children who have such characteristics as high IQ （intelligence quotient）, strong creativity, and good personality. Their intelligence and capability have great potential for further development. As cognitive ability is one of the prominent characteristics of supernormal children, the lecturers can not only pay attention to teaching knowledge （facts teaching）, but also need provide proper opportunities for them to develop their aggressiveness, creativities, and challenges when teaching these children. Because students are active in thinking, in the classroom, students often have some unexpected ideas, that is, the generation of the classroom, in the face of this situation, teachers should be how to do？ A joke between students in the class, sparked the interest of a classmate, and then under the teachers＇ guidance, they invented a chemistry experiment instrument Ω type pipe, illustrated the importance of the teachers focus on creating teaching.

The Discourse of English Reading Lessons in Chinese Middle Schools: A Sociocultural Perspective

While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the body of work on the local classroom discourse, very few studies have focused on the secondary sectors. From the perspective of the sociocultural theory （SCT）, this article examines the classroom discourse of Chinese middle school English language teaching （ELT） by investigating teacher-student interaction. The transcribed classroom discourse of 8 teachers＇ reading lessons is qualitatively coded and quantitatively measured. The study draws on a descriptive system focusing on the teacher-led three-part initiation-response-feedback （IRF） structure. The research findings reveal that quite similar discourse patterns are found in the lessons sampled, with the initiation-response-evaluation （IRE） sequence dominating the EFL （English as a Foreign Language） classroom interaction investigated. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ levels of awareness of the use of teacher talk in EFL classroom interaction.

Different Models of English as an International Language and Their Implications for Teaching Non-English Majors

This paper attempts to reveal and solve problems in language teaching after discussing the issues of language change. It first discusses different models of English in the context of globalization. With detailed analysis of their theoretical backgrounds, development and foundations, this paper classifies these models into three groups： dualism （i.e., dualic model）, trinalism （trinalic model） and monism （monic model）. Through comparison, Yoneoka’s English Umbrella Theory is found to be more comprehensive and is improved into a practical Revised English Umbrella （REU） with the notion of English as an International Language （EIL）. Second, the changing models in English education are briefly reviewed. Attention is paid to the Computer and Classroom-Based （CCB） Model of College English education because of new requirements for College English education. Students’ competence in cross-cultural communication is becoming more and more important in the EIL context. Finally, a modified CCB model is promoted with the REU, combining EIL and English Umbrella elements.