This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development o...This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.展开更多
This paper explores the application and effect evaluation of corpus linguistics in English teaching.It first introduces the basic concepts and development history of corpus linguistics,then analyzes its connection wit...This paper explores the application and effect evaluation of corpus linguistics in English teaching.It first introduces the basic concepts and development history of corpus linguistics,then analyzes its connection with language teaching theories,discussing the advantages and challenges of using corpora in language teaching.Next,it delves into the methods and technologies for building and utilizing corpora,as well as their role in developing teaching resources.Lastly,within the framework and methods of teaching effect evaluation,specific application cases of corpus linguistics in teaching design are analyzed,and their effects are assessed.Recommendations for teaching improvement and future development directions are also proposed.展开更多
In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school ...In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school working conditions,and principal leadership in order to explain differences in teachers’learning when they have participated in the training program.Using a one-group pretest-posttest design,375 teachers from 12 primary schools in Shanghai participated.Their learning performances are measured by changes in their teaching quality as evaluated by their students.Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before.Three factors are significantly and negatively related to the changes in quality:teachers’educational level,the extent to which teachers feel emotional pressure in their profession,and the support from their school principal.Implications for school leaders and policymakers are discussed.展开更多
Foreign language teaching has been playing a dominant role in China’s curriculum reform,especially in the present globalization of Chinese society and economy.However,the insufficient research into foreign language t...Foreign language teaching has been playing a dominant role in China’s curriculum reform,especially in the present globalization of Chinese society and economy.However,the insufficient research into foreign language teaching and blindly adopting western theory demand China learn from its own experience and also develop western foreign language teaching theories that innovate and promote its education system and research.展开更多
Introduction Nowadays, the communicative approach has become a common trend in ELT in China, and the term ’communicative competence’ is often heard when English teachers talk about how to improve their students’ ab...Introduction Nowadays, the communicative approach has become a common trend in ELT in China, and the term ’communicative competence’ is often heard when English teachers talk about how to improve their students’ ability to use English communicatively. Most teachers no longer use traditional methods of teaching English, particularly to teach speaking, which used to be restricted to sentence-patterning with given vocabulary for substitution drills. They now use all kinds of methods to teach speaking, such as group discussions, news/events reports, story-telling, arguing, expressing opinions, etc.. All these activities are meant to develop students’ ability to use English communicatively. To manipulate these activities well, and get students actively involved in the activities, one important factor in developing communicative competence should be emphasised: strategic competence.展开更多
With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory,and the consideration of the core mission and attributes of educational organizations plus the urgency f...With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory,and the consideration of the core mission and attributes of educational organizations plus the urgency for digital transformation,this paper concludes four pillar competencies for teachers:curriculum development and teaching competency,human-computer collaboration competency,effective moral education competency,and self-growth competency.From the perspective of supporting the digital transformation in education,curriculum development and teaching competency is the premise and guarantee of“learning-centered”;and human-computer collaboration competency is the transformation direction of teachers’information and communications technology capabilities in smart environments;effective moral education competency determines the primary role of teachers in the process of digital transformation;and self-growth competency is the purpose and means of digital existence.Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.展开更多
基金2023 Shaanxi Teacher Development Research Program“Research on the Construction and Improvement Path of a Teaching Engagement Model for Double-Qualified Teachers in Medical Colleges”(Project number:2023JSQ011)。
文摘This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.
文摘This paper explores the application and effect evaluation of corpus linguistics in English teaching.It first introduces the basic concepts and development history of corpus linguistics,then analyzes its connection with language teaching theories,discussing the advantages and challenges of using corpora in language teaching.Next,it delves into the methods and technologies for building and utilizing corpora,as well as their role in developing teaching resources.Lastly,within the framework and methods of teaching effect evaluation,specific application cases of corpus linguistics in teaching design are analyzed,and their effects are assessed.Recommendations for teaching improvement and future development directions are also proposed.
基金funded by the China Scholarship Council(No.201606140105)the Institute of Life-Practice Educology of East China Normal University.
文摘In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school working conditions,and principal leadership in order to explain differences in teachers’learning when they have participated in the training program.Using a one-group pretest-posttest design,375 teachers from 12 primary schools in Shanghai participated.Their learning performances are measured by changes in their teaching quality as evaluated by their students.Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before.Three factors are significantly and negatively related to the changes in quality:teachers’educational level,the extent to which teachers feel emotional pressure in their profession,and the support from their school principal.Implications for school leaders and policymakers are discussed.
文摘Foreign language teaching has been playing a dominant role in China’s curriculum reform,especially in the present globalization of Chinese society and economy.However,the insufficient research into foreign language teaching and blindly adopting western theory demand China learn from its own experience and also develop western foreign language teaching theories that innovate and promote its education system and research.
文摘Introduction Nowadays, the communicative approach has become a common trend in ELT in China, and the term ’communicative competence’ is often heard when English teachers talk about how to improve their students’ ability to use English communicatively. Most teachers no longer use traditional methods of teaching English, particularly to teach speaking, which used to be restricted to sentence-patterning with given vocabulary for substitution drills. They now use all kinds of methods to teach speaking, such as group discussions, news/events reports, story-telling, arguing, expressing opinions, etc.. All these activities are meant to develop students’ ability to use English communicatively. To manipulate these activities well, and get students actively involved in the activities, one important factor in developing communicative competence should be emphasised: strategic competence.
文摘With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory,and the consideration of the core mission and attributes of educational organizations plus the urgency for digital transformation,this paper concludes four pillar competencies for teachers:curriculum development and teaching competency,human-computer collaboration competency,effective moral education competency,and self-growth competency.From the perspective of supporting the digital transformation in education,curriculum development and teaching competency is the premise and guarantee of“learning-centered”;and human-computer collaboration competency is the transformation direction of teachers’information and communications technology capabilities in smart environments;effective moral education competency determines the primary role of teachers in the process of digital transformation;and self-growth competency is the purpose and means of digital existence.Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.
