Kinds and Levels of Questions Raised by EFL Teachers and 10th-Grade Students Through Classroom Interaction

The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.

A Narrative Research on Affordances for EFL Student Teachers＇ Learning-to-Teach Beyond the Classroom＊

To become a qualified EFL （English as a Foreign Language） student teacher who can take an English teaching job in primary or high school after graduation, he or she must learn and use teacher knowledge inside and outside the classroom. Adopting a narrative research, this paper discusses eight excellent EFL student teachers＇ perception of affordances for learning to teaching beyond the classroom based on the theories of affordance and niche. The results show that perceiving many affordances for learning to teach in their niches is of great significance for student teachers to improve their teaching competence. To make student teachers become qualified, we teacher trainers should not ignore the importance of leaming-to-teach beyond the classroom.

Observation:The Impact of Teachers' Behavior in Teacher-students Interactions on Pupils' Motivation

To find out in what ways the teacher’s behavior in interactions could motivate students effectively,a two-day observation concerning the relationship between the teacher’s behavior in teacher-students interactions and students’motivations in the classroom was carried out in a primary school in Scotland.The author illustrated the basic content of classrooms observed and the methods of collecting and analyzing the data.Then,it focused on the discussion of the data and related literacy.Finally,it drew the conclusion that the positive feedback,explanations for the reason of doing the task and enthusiastic actions could effectively motivate students to learn.

Applying Politeness Strategies in Teacher Talk to Increase Students Participation

Based on Brown and Levinson's face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to learn some politeness strategies and employ various politeness strategies to maintain and enhance students' face to spark their motivation to participate in the interactive activities so as to develop their language control.

The Relationship Between Teachers' Questions and Classroom Interactions in EFL Classroom

Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.

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.

Teacher and Student Roles in Chinese Culture

Nowaday, going abroad to further education has gained the greatest popularity among chinese students. Majority of these oversea students may suffer from some problems in their cross-cultural classrooms, even though they are excellent in their own country. Chinese learners are frequently labeled as"passive learners", compared with other foreign learners. The teachers in foreign countries may also play a sharply different role in teaching. These problems have already attracted some education experts and researchers'attention and a few research programs and experiments have been conducted. This paper will adopt Tweed and Lehman (2002)'s Confucian-Socratic framework to systematically analyze student and teacher roles in Chinese culture and communicative norms of the students and teachers in Chinese contexts. A better cross-clutural classroom will be built on the basis of foreign teachers and chinese students'mutual efforts on understanding each other's culture background.

Changes in Practicing Teachers’ Self Efficacy in Teaching Scientific Inquiry

Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with science teachers’self-efficacy in instructional strategies,classroom management,and student engagement in teaching scientific inquiry.A questionnaire was used for data collection from 47 practicing teachers in state schools in 2018.A General Linear Model(GLM)Univariate analysis using SPSS 21.00 programme was used for data analysis.Fact findings revealed that mean perceived self-efficacy in inquiry-based instruction was considerably high irrespective of gender,education level,and teaching experience.Neither teacher self-efficacy in student engagement nor classroom management did not show statistically significant difference according to gender,education level,and teaching experience.However,results concluded that science teaching experience was a significant predictor of self-efficacy in instructional strategies of inquiry-based instruction.

What Type of Teacher Leadership Function Effectively in ESL/EFL Classrooms?

Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.

An Analysis of Teacher Talk in an EFL Classroom

In order to promote the efficiency of teachers’teaching and students’learning,based on the naturalistic inquiry,the study mainly describes the typical features of teacher talk.High quality language input rely on the teaching materials and curricu⁃lum design,more importantly,it relies on the teacher talk to express and explain language knowledge.The teacher talk has an influ⁃ence on learners’learning attitude,classroom performance and the learning process.If used appropriately,the teacher talk can pro⁃mote the communication as well as inspire students to participate the classroom interaction.

课堂师生互动行为的机器分析研究

素质教育的主要阵地是课堂,而课堂的主体是教师和学生,两者进行交流最直接的方式就是课堂师生互动,课堂师生互动分析一直受教育工作者的高度关注.该研究采取改进型弗兰德斯编码(IFIAS)理论,根据编码原则对23个课堂实录视频进行编码.在编码类别统计后,利用主成分分析和密度聚类算法,实现基于机器学习的课堂师生互动风格分类,最终将课堂分为学生中心式、师生互动式、教师中心式三个类别.该研究拓展了弗兰德斯互动分析系统的理论价值,为课堂分析提供了一种新的分析方式.通过分析得到许多课堂相关的特征,可以提升课堂师生互动分析的效率,同时为教师提供改进课堂教学的方向.

智慧课堂能够促进课堂互动吗?——来自行为序列分析的经验证据

充分的课堂互动是激发学生学习主动性和自主性,培养学生高阶思维能力和提升教学质效的重要途径。以安徽省蚌埠市某高校2022—2023年度第一、二学期的核心专业课教学过程为对象进行准自然实验,通过互动行为编码和序列分析,探讨智慧课堂环境对师生互动行为的影响。研究显示:与传统多媒体课堂相比,智慧课堂中教师发起的主动谈话频率显著下降,教师的观察和指导行为以及技术操作和测试方面的活动频率显著增加;智慧课堂中的学生主动谈话和行动频率显著增加,被动行为频率显著减少;智慧课堂通过激发更丰富的学生主动行为和教师被动行为,有助于提升学生学习的主体性和积极性。

情境学习视角下小学生科学课堂参与现状及其影响因素研究——基于9节省部级优课视频的Nvivo分析

科学课堂中的学生参与是学生理解科学概念、建构科学经验、开展科学实践的重要前提。本研究基于情境学习理论和科学学科特点,生成小学生科学课堂参与的分析框架,采用混合方法对9节小学科学课视频进行分析。研究表明,学生行为参与类型多样,集体沉默现象值得关注;课堂听讲和被动应答频次较高,提问等行为呈现次数极少;理解性回应频次最高但时长短;创造性回应和总结反思性回应明显不足,且在课堂中较晚出现;小学生科学课堂参与状况存在学段差异。进一步分析发现,问题和互动情境、教师的提问和理答策略、学生感知到的认知责任是影响小学生科学课堂参与的重要因素。基于上述发现,提出了促进小学生科学课堂参与的建议。

高校英语课堂中师生之间的有效互动研究

在当前全球经济化的时代浪潮下,社会对于高质量英语人才的需求与日俱增。高校承担着培养学生英语核心素养的艰巨使命,在信息化数字时代背景下,面对机遇与挑战,高校亟需改变传统教学思维模式,致力于开展多维互动教学,采取精准、实效的课堂互动策略,切实增强英语实践教学效果。从多维互动教学模式的内涵出发,阐述了高校构建英语课堂新型交互机制的原则遵循,最后提出了推进多维互动教学模式的优化实践路径,以供参考。

基于TPACK理论—滞后序列分析的中职教师课堂教学行为研究

通过研究常州某中职校交通运输类X教师和加工制造类W教师的课堂教学行为,旨在揭示中职教师的课堂教学行为、教师TPACK能力的现状,并提出优化策略。研究采用滞后序列分析和TPACK理论框架,通过视频分析软件和GSEQ程序对教师课堂行为进行编码和分析。发现W教师和X教师的课堂均以教师主导,学生参与度有待提高,两位教师在TPACK能力的应用上存在不足。建议提高学生主动性,提升课堂互动质量,优化课堂控制行为,并深化教师的TPACK能力。未来应采取多元策略,拓展研究范畴,持续跟踪教学行为对学生学习成果的影响,并加强教师培训与专业发展。

课堂师生交互智能分析技术研究综述

随着教育信息化的普及与不断发展,视频、图像、语音、文本等海量课堂数据被记录下来。对这些多模态数据进行有效分析,挖掘课堂师生交互信息,不仅能够帮助教师及时发现教学中存在的问题,及时调整教学内容以提高教学质量,而且是落实“以人为本”教学理念,推进现代教育走向智能化、个性化和数字化的重要手段。文中首先论述国内外师生交互行为的传统分析方法;然后从视频、图像、语音、文本及多模态等不同角度分类梳理课堂师生交互智能分析技术的研究现状,归纳总结课堂师生交互智能分析的核心要素、数据形式、关键技术、结果呈现和应用场景;最后分析课堂师生交互的多模态智能分析技术的优势与不足以及面临的挑战和未来趋势。

教师主导与师生合作相结合的高职院校数学“有效课堂”教学实践效果分析

采用问卷调研与数据分析相结合的方法研究教师主导与师生合作相结合的高职院校数学“有效课堂”的教学效果。通过描述性统计与频数分析发现,教师主导与师生互动能够显著提升学生的学习积极性与成就感,团队合作与课程实践活动能够明显增强学生的团队协作能力与社会责任感。相关性分析显示,教师主导、师生合作、团队合作与课程实践4个维度显著相关。方差齐性检验结果表明,除课程实践外,学生性别在各维度上的评价并无显著差异。

论高职教育中如何促进高品质课堂教学——基于师生互动的视角

在课堂教学过程提升教学质量,课堂教学设计与师生的良性互动是关键。经过文献研究和课堂教学观察,目前高职课堂教学中存在师生互动形式较为单一、师生互动频率低、互动时间短、学生学习动机不明确、师生互动机会不均等困境,需要教师在课堂教学中通过师生互动发挥积极引导作用、结合课程目标及专业特色创新课堂教学模式、在课堂教学中融入社会情感支持、构建“学校、教师、学生”联动机制等策略来提升课堂教学质量,为打造高品质课堂教学提供参考。

社会互动理论视角下课堂信息反馈的缺失表征及重构路径

课堂信息反馈作为教师和学生之间一种重要的信息交流手段,对学校的教育教学活动有着至关重要的作用,但在教学实践中普遍采用的以行为主义等传统理论为指导的课堂信息反馈方式早已不能适应并促进学生学习和教师教学水平的提高。社会互动理论为教学中的课堂信息反馈提供了新的研究视域。基于该理论分析发现:课堂信息反馈是师生基于一定社会符号交往的互动过程,这种师生互动有助于提高教学效果、提高学生学习效能。因此,在教学过程中教师要以学生为中心,保证课堂信息反馈的发展性;审视反馈过程中的干扰因素,提升课堂信息反馈的适切性;重视课堂内容的预设与生成,呈现课堂信息反馈的灵活性,以改善教学中课堂信息反馈的效果。