English practice teaching has outstanding superiority over the extension and supplementation of English classroom teaching, and practice teaching is an indispensably important part of college English teaching. To stud...English practice teaching has outstanding superiority over the extension and supplementation of English classroom teaching, and practice teaching is an indispensably important part of college English teaching. To students, cultivation of the ability of practice is vital, affecting students' employment and future. To universities, teaching quality has a direct impact on the development prospect of schools and decides the future of schools. Moreover, local normal universities also undertake a more important task to cultivate local high-quality talents teaching primary and junior high schools. These teaching talents undertake the great task of English teaching over primary and junior high school students, and thus the construction and implementation of practice teaching system of English major in normal universities are urgent.展开更多
In this paper a class of networks with multiple connections are discussed. The multiple connections include two different types of links between nodes in complex networks. For this new model, we give a simple generati...In this paper a class of networks with multiple connections are discussed. The multiple connections include two different types of links between nodes in complex networks. For this new model, we give a simple generating procedure. Furthermore, we investigate dynamical synchronization behavior in a delayed two-layer network, giving corresponding theoretical analysis and numerical examples.展开更多
Prior studies on classroom discourse research often concluded that a teacher's control of classroom interaction greatly affected his/her students' response to classroom talk. Students as academic novices are often e...Prior studies on classroom discourse research often concluded that a teacher's control of classroom interaction greatly affected his/her students' response to classroom talk. Students as academic novices are often expected to accept the teacher's deposited knowledge for academic achievement in traditional school contexts. Given little attention being paid to their withdrawal of teacher's deposited knowledge for use as meaning-negotiation, this study observes one academically-irrelevant curriculum context----one free and non-compulsory adult Chinese class offered by one local Taiwan Residents government to its foreign residents--to know whether the students' motivation for responding to classroom talk is still affected much by the teacher's dominance of classroom talk. It employs Courtney Cazden's I-R-E (teacher-initiation, student-response, and teacher-evaluation) classroom talk model and Paulo Freire's banking education metaphor as theoretical frameworks to discuss the classroom power relations reflected on the students' withdrawal of the teacher's deposited knowledge. The findings show that when the students' academic achievement is not the instructional objective, the teacher's thematic control, affects the students' motivation for responding more than his/her control of classroom interaction. It concludes that a classroom talk highlighting the students' interest activates their participation and allows the instructor to gain access to the students' knowledge, values, attitudes, and perceptions.展开更多
文摘English practice teaching has outstanding superiority over the extension and supplementation of English classroom teaching, and practice teaching is an indispensably important part of college English teaching. To students, cultivation of the ability of practice is vital, affecting students' employment and future. To universities, teaching quality has a direct impact on the development prospect of schools and decides the future of schools. Moreover, local normal universities also undertake a more important task to cultivate local high-quality talents teaching primary and junior high schools. These teaching talents undertake the great task of English teaching over primary and junior high school students, and thus the construction and implementation of practice teaching system of English major in normal universities are urgent.
基金Supported by National Natural Science Foundation of China under Grant No. 10672146the Key Disciplines of Shanghai Municipality under Grant No. S30104
文摘In this paper a class of networks with multiple connections are discussed. The multiple connections include two different types of links between nodes in complex networks. For this new model, we give a simple generating procedure. Furthermore, we investigate dynamical synchronization behavior in a delayed two-layer network, giving corresponding theoretical analysis and numerical examples.
文摘Prior studies on classroom discourse research often concluded that a teacher's control of classroom interaction greatly affected his/her students' response to classroom talk. Students as academic novices are often expected to accept the teacher's deposited knowledge for academic achievement in traditional school contexts. Given little attention being paid to their withdrawal of teacher's deposited knowledge for use as meaning-negotiation, this study observes one academically-irrelevant curriculum context----one free and non-compulsory adult Chinese class offered by one local Taiwan Residents government to its foreign residents--to know whether the students' motivation for responding to classroom talk is still affected much by the teacher's dominance of classroom talk. It employs Courtney Cazden's I-R-E (teacher-initiation, student-response, and teacher-evaluation) classroom talk model and Paulo Freire's banking education metaphor as theoretical frameworks to discuss the classroom power relations reflected on the students' withdrawal of the teacher's deposited knowledge. The findings show that when the students' academic achievement is not the instructional objective, the teacher's thematic control, affects the students' motivation for responding more than his/her control of classroom interaction. It concludes that a classroom talk highlighting the students' interest activates their participation and allows the instructor to gain access to the students' knowledge, values, attitudes, and perceptions.