An Instructional Model of Online Synchronous Instruction--A Case Study of College English Course for College Students

Online synchronous educational experience via videoconferencing has become ubiquitous domestically and internationally with the spread of Covid-19 Virus.Online teaching theories and educational experiences through computer-mediated communication have been integrating and evolving during the current situation.The objective of this paper is to demonstrate a practical teaching model for Chinese college students’English as a foreign language learning course.The key finding of the research is that the 5-step-teaching Model developed under the context of online synchronous learning and teaching is both functional and efficient on the theoretical basis of constructivist approach.This teaching model is proved to be practical,interesting,useful and functional to both second-years and graduates during the implementation of educational transaction according to the survey conducted at the end of the semester.The ubiquity of online synchronous learning and teaching would lead to a meaningful and worthwhile educational experience and have a far-reaching implication for both educators and student’s personal development,especially students’critical thinking capability.The findings of the paper are pedagogically valuable for e-teachers in conducting online courses.It also holds true that the management of education and society could benefit and adopt this teaching model to various courses in different institutions.This study is hopefully to provide research-and-experience-based findings to enrich course design and instructional approaches and educational experiences.Thus,it is of interest to online teachers,instructional designers and programme developers in the field of education.

An Action Research of Using Problem-Centered Double-Cycles Instructional Model to Implement ModeI-Elicitng Activity

The purpose of the study was to use the Problem-Centered Double-Cycles Instructional Model （PCDC-IM） （1995, Chang） to help the teacher （Lin） implement model-eliciting activity （MEA） in her mathematics classes. In this study, there were 31 students divided in 10 groups and engaged in the MEA ＂Who saved the oriental cherry trees＂. Data collections included the learning sheets, journals and debriefing forms of students, teaching and reflection journals, observation reports, and field notes of teachers, reflection journals and interview reports of researchers, video tapes and records of the classes and meetings. There were four parts of the teaching cycle in PCDC-IM, namely task, guidance, environment and analysis. We summarized developing and implementing the MEA in ＂Task＂ aspect, 5 principles and 5 kinds of teachers＇ roles in ＂Guidance＂ aspect, 2 elements and 5 features in ＂Environment＂ aspect and data in ＂Analysis＂ aspect. The findings showed that PCDC-IM was helpful for mathematics teachers who want to change their instruction from lecture into modeling teaching.

Researching Instruction Model of Viewing, Listening ＆ Speaking Class——A Case Study Based on Exploratory Practice

The paper presents a case study on listening-speaking class instruction models based on exploratory practice. Assuming the dual roles of a teacher and a researcher, the writer of this paper has implemented three models of classroom instructions for the Viewing, Listening ＆ Speaking Class. From the students＇ report, teacher＇s log and classroom observation, it is concluded that the three models meet the needs of different students. The key to a successful Viewing, Listening＆ Speaking Class is to set reasonable goals and analyze students＇ needs.

Program Models of Bilingual Education and Classroom Bilingual Instruction in Chinese Universities

This paper firstly discusses five models of bilingual education experimented or applied in different countries of the world.Then it puts forward two feasible models of classroom bilingual instruction—the high level and the low level.Finally it tentatively points out the course criteria of classroom bilingual instruction in Chinese universities,which are believed to be of considerable reference value to bilingual instruction in China.

On Reading Theories and Instruction Model

We have come to know comprehension better by studying the nature and characteristics of reading processes and by weighing the pros and cons of different reading theories and their influence on the teaching of reading. But in China, unfortunately, few achievements have been made in the field of reading theory research. Thus, in order to ameliorate our reading teaching, it is urgent for us to set up our own system of reading theories. The author, after studying carefully the present reading models in China and by absorbing the quintessence of foreign reading theories, ventures to suggest the “discourse word discourse” model. The model gives full thought to the characteristics of Chinese college students and thus suits a reading classroom in China better. However, the comprehension factors involved in the model are far from exhaustive and the model itself leaves much room for modification and addition.\;

A study on effects of different instruction models in military English teaching

SPSS statistical analysis system is used to examine the teaching effects of three different instruction models which are commonly used in military English teaching. Of the three models, interactive teaching model has shown to have advantage over the other two, the situational teaching model and the task-based Instruction model. It is concluded that it is beneficial to improve teaching effects in military English teaching if the teacher can stimulate students to involve themselves more in class. To do so, it is necessary to strike a balance between the learners＇ language input and output so as to ensure that the input knowledge be consolidated and digested through practice in output.

International Students’Perspectives on Model English-medium Instruction Practices in China:A Qualitative Study

From 2010,a drastic increase in international students’enrollment in many higher education institutions in China has led to the growth of English-medium instruction(EMI)practices and relevant research.With many state-level and province-level initiatives to promote the design and development of model EMI courses,international students’perspectives of these courses are not adequately reflected in the international literature which is primarily done in European higher education contexts.This study takes a qualitative approach by analyzing international students’EMI courses reflection reports,focus group interviews and observation notes of video-recorded EMI courses to probe into their perspectives on EMI practices in a business institute in a university of Shanghai.The findings show that international students show concerns about the systematic design of the curriculum,pedagogical problems and contextual limitations in EMI practices.All EMI stakeholders like curriculum developers,teaching administrators,teachers and students are responsible for these problems.Therefore,meaningful and consistent communication should be greatly promoted among all EMI practices stakeholders.The article concludes with recommendations for further research on model EMI courses in China.

To construct a New Instruction Model——The application of new technology in English teaching:

As we have entered 21st century,new technology has had a great impact on educational instructions. In this paper,I will demonstrate how new technology influences the educational instructions. Then,I try to construct a new instruction model——"classroom+internet"model. I will explain the characteristics of new technology and its impact on education. The final part is summary.

Vue框架下V-model指令的应用研究

V-model是Vue框架中的一种内置API指令,本质上是一种语法糖,负责监听用户的输入事件以更新数据,主要用于表单元素的双向数据绑定。通过V-model指令,可以实现前端与后端数据的同步更新,大幅简化了前端表单处理的工作流程。

课程思政融入《实验诊断学》教学的实践与探索

目的将思政教育融入《实验诊断学》的教学,把专业知识与思政教学相结合,达到知识传授、能力培养及价值引领的目标,分析融入后的满意度。方法选取2021年9月―2022年12月在兰州大学第一临床医学院参加《实验诊断学》课程学习的临床医学专业的380名学生作为研究对象,按照是否系统地进行《实验诊断学》课程思政建设及实施进行分组,将2021年9―12月参加课程学习的190名学生作为对照组,将2022年9―12月参加课程学习的190名学生作为研究组。对照组未系统地进行《实验诊断学》课程思政建设及实施,研究组系统地进行《实验诊断学》课程思政学习。课程结束后分别对2组学生进行满意度调查,评估课程中融入思政教学的实施效果。结果研究组的学习灵活性满意度和学习主动性满意度均高于对照组(97.37%vs.38.42%,97.89%vs.55.26%),差异有统计学意义(P<0.001)。研究组的专业知识掌握情况满意度和价值引领满意度均高于对照组(97.36%vs.88.42%,95.26%vs.58.95%),差异有统计学意义(P<0.001)。结论在《实验诊断学》教学中融入课程思政取得了一定成效,且学生满意度较高,未来需要不断持续改进,真正达到全方位育人的“立德树人”目标。

DO-333标准形式化方法研究

安全关键系统的基础软件由于其安全认证、提高软件可信性的需求,必须使用形式化方法。调研了嵌入式操作系统、编译器、网络、文件系统的形式化验证案例,在此基础之上引出机载软件形式化方法DO-333标准;阐述了形式化模型、形式化分析概念,提炼出DO-333在DO-178C的基础上,针对典型的过程活动、过程目标、其他考虑方面的变化;总结了在工程中使用形式化方法的优点和缺点。

ADDIE模型教学法在肾内科护理带教中的应用效果研究

目的探讨ADDIE模型教学法在肾内科实习护生临床带教中的应用效果。方法选择2022年1月-2023年12月在广西某“三甲”医院肾内科进行实习的护生为研究对象,采用信封法随机分为对照组和观察组,两组各80名护生。对照组采用传统一对一临床带教模式,观察组则采用ADDIE模型教学法进行临床实习带教。实习4周后,比较两组护生的肾内科专业理论知识考核成绩、肾内科专科操作技能考核成绩以及对临床教师实习带教的满意度。结果干预后观察组肾内科专业理论知识考核成绩、肾内科专科操作技能考核成绩及对临床教师实习带教的满意度均明显高于对照组(P<0.05)。结论ADDIE模型教学法能增强肾内科护生的学习主动性,促进肾内科临床教师业务能力及教学水平的提升,为临床带教提供科学依据。

立体仓库与运输产线综合实训平台的设计与实践

随着物流业的自动化水平不断提升,自动化仓储需求迅猛发展,对机电一体化相关专业高质量人才培养提出了更为迫切的要求。为了实现教学与实践的有机衔接,设计了立体仓库与运输产线综合实训平台,集成了运输产线、颜色识别、智能检测、立体仓库等模块,通过工业以太网组件高度集成化的自动化生产线。并分层次设计了运输产线操作实训、立体仓库出入库操作实训、平台整体PLC程序开发实训、机电概念设计模块(MCD)的运用、颜色识别程序开发实训、立体仓与运输产线综合实训项目。以期为学生提供一个能够贴近真实工业环境的学习与操作机会。

水库防洪调度模型研究与应用——以浙江省珊溪水库为例

以浙江省飞云江流域1617号台风“鲇鱼”洪水为例,针对珊溪水库防洪调度需求,结合预报成果,构建了珊溪水库防洪指令调度、水位控制调度、泄量控制调度和错峰补偿调度模型,并应用在珊溪水库防洪调度模拟计算中。其中,指令调度模型能够快捷简便地计算出指定下泄流量情况下水库水位、库容的变化;水位控制调度模型能够控制水库最高调洪水位不超过防洪高水位等特征水位或者某一指定水位;泄量控制调度模型能够控制水库最大出库流量不超过指定流量;错峰补偿调度模型能够充分利用水库防洪库容进行蓄泄,控制下游重要防洪控制断面流量尽可能不超过安全流量,达到干支流洪水错峰调节的目的。结果表明,4种模型相较于规则调度均能实现较高的削峰率,其中错峰补偿调度方式对于控制下游重要断面安全流量的效果最好。

五星教学模式在方剂学中的运用

针对学生学习方剂学主动性不高、兴趣不强、学习方法不当等问题,作者尝试将“五星教学模式”融入现有的教学中,以期改变这一现状。实践表明,通过五星教学模式的聚焦问题、激活旧知、示证新知、应用新知、融会贯通五个环节,有助于激发学生学习兴趣、改善学习方法、提升学习能力及“主动学习”意识,亦能发挥教师的“有效教学”,提升教学质量,对方剂学教学改革发展具有重要意义。

A Case Study of Incorporating Sheltered Instruction into ESP Courses in China

The study describes the improvements of the participants in ESP course incorporating Sheltered Instruction Observation Protocol(SIOP) instruction in China. It aims to investigate whether or not it is effective to incorporate the sheltered instruction into ESP course and whether or not the participants will be motivated to improve their English skills for professional purposes. Quantitative and qualitative data sources were employed, including English language tests, questionnaires, and interviews.Findings reveal that the sheltered instruction was helpful to ESP course and produced significant achievements in participants' English vocabulary and skills. The most interesting result is that the participants' confidence and interest in learning professional English for future jobs has been improved much.

数智赋能信息资源管理新路径:指令工程的概念、内涵和发展

新一轮科技革命和产业变革方兴未艾,大数据、人工智能等系列数智技术对信息资源管理学科产生了深远影响。在大模型背景下,指令工程通过高质量、体系化、流程化的指令设计引导模型生成结果,是高效发挥大模型能力的重要途径,可以用于解决学科相关重要问题。本文首先介绍了指令工程的概念,然后详细梳理了指令的构成要素、设计模式以及指令工程的特点和意义,并探讨了指令工程赋能信息资源管理的建设路径。未来,指令工程的研究和发展还需要关注通用及领域指令工程建设、指令工程标准化、知识产权保护、安全性和体系化测试评估等问题,以期能够在各行业复杂的应用场景中更好地发挥指令的效能。

基于领域大语言模型的古籍分词研究

[目的/意义]文章以古籍自动分词为切入点,引入“荀子”系列大语言模型,对大语言模型在古籍文本分词任务上的表现进行了探讨。[方法/过程]文章基于《左传》分词语料,进行了数据清洗和整理,构建了指令数据集,在此基础上,从数据集中抽取了1 000条作为测试数据,并分别使用500、1 000、2 000、5 000条数据作为训练数据进行指令微调,并测试其性能。[结果/结论]实验结果表明,只需要少量的数据,大语言模型就可以有较为理想的表现,在微调数据量达到5 000条数据时,Xunzi-Qwen-7B模型表现出了最优性能,F1值达到84.54%。

整体性教学设计:多元模式解析与建构

“整体性教学设计”是教学设计世纪转型中出现的一种思潮,也就是在整体论框架下考察“教学设计”。其特点是以整体任务为依托,指向现实生活和职业领域中的综合能力培养的有序教学设计,达到帮助学习者运用综合能去解决实际生活或工作中遇到的问题。该文从问题设计、解决方法和设计过程等方面来解读当代国际四种整体性教学设计——综合学习设计模式、首要教学原理、认知学徒模式、基于目标场景模式的共通基础。我们希望从代表性的模式和理论中汲取基础的处方性要素,提出自己的整体性教学设计模式框架。