Teachers’Perception for Evaluation of the Primary School Students With Final Grade

The most difficult and delicate part of the learning process is assessment.Assessment is difficult because during his/her accomplishment the teacher has to consider not only the acquisition of knowledge from students,but also the overall degree of development of their competencies.It is delicate,because through assessment we can influence the emotional side of students and their“willingness”to learn.Despite these facts,teachers need to evaluate students during the learning process.The purpose of the research is to find out what is the perception of teachers about the level of evaluation of students with final grade.The overall results showed that 89%of teachers agree,9%of them have a neutral attitude,and 2%do not agree that the evaluation of students with a final grade is done taking into account many aspects and using many methods,the overall average of the results,M=4.36.Based on the empirical results,it was found that teachers who have completed assessment training have a more positive approach to student assessment,as the average score is higher than teachers who have not completed assessment training.From the qualitative results it was understood that the Teachers did not encounter any difficulties during the assessment of the students.

The Formation of Ideal Interactions Between Teachers and Students in the College English Teaching

Ideal interactions between teachers and students are indispensible for the improvement of the College English teaching.Therefore,this paper tries to find out some effective measures to establish ideal interactions between teachers and students in College English teaching based on the analysis of the status-quo of the interactions between teachers and students and the emphasis of the necessity of ideal interactions between teachers and students,hoping it can be beneficial to promoting the College English teaching.

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.

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.

TheValueOrderof“Love”inTeacher-StudentInteraction：anExplorationintoTeachers’LoveGenerationMachanismBasedonHuoMaozhengandSiXia’SLovePractice

“师爱”是教育成功的前提，是优秀教师的核心价值品质；同时，“师爱”也是教育理论界研究的热点问题之一。但是理论界对“师爱”的认识比较模糊、研究缺乏深度，特别是对其发生机制的研究更少。著名的情感现象学家舍勒认为，在整个价值王国中，价值的相互关系具有一定的“级序”。根据这一理论，如果一个价值比另一个价值“更高”或“更低”，那么，就形成了价值秩序。价值秩序是支配一个人行为的价值品质秩序。爱作为师生交往的核心价值，教师爱的行为同样受爱的价值秩序的支配。从国内“师爱”名师霍懋征和斯霞的“师爱”实践来看，“师爱”的发生机制具有层次性或秩序性，它依次呈现为人性之爱、教育之爱，以及学生种种具体的爱，如公正、尊重等。

Students’ perception of effective clinical teaching and teacher behaviour

Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.

Study on Current Situation and Countermeasures of Teachers and Students Interactive Teaching in Non-teacher-oriented Major of Colleges and Universities--Taking Guangxi Teachers Education University as Example

The Interactive Teaching plays a significant role in enhancing the students' learning interest and practical ability. One of important tasks for College English teachers is to promote the development of Interactive Teaching. Therefore, this paper analyzes the problems that restrict the interaction between teaching and learning, combined with the current situation of Interactive Teaching in college English teaching, and puts forward the corresponding strategies in order to give some suggestions for English teachers to transform their teaching methods.

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.

Perceptions regarding ELT at the tertiary level in mainland, China

As the title of the thesis suggests, the purpose of this research project was to investigate perceptions of English language education for English majors at the tertiary level on China＇s mainland. The study investigated perceptions held by teachers and students at universities in Beijing, Shanghai and Shenzhen regarding their preferences for various ELT methods and the effectiveness of methods used. Teachers and students were also asked to evaluate the relative importance of the four skills （listening, speaking, reading and writing）. Other areas investigated included teachers and students perceptions of their interaction within classrooms and factors selected by teachers, students and administrators as contributing to effective language learning and teaching in their settings. It is hoped that insights from this research can assist in a more successful transition to communicative, more student-centered and skill-integrated language teaching approaches suitable within university-level language education settings on China＇s mainland.

Strangers in a New Land: Rural School Personnel’s Perceptions of the Implementation of an International Student Program

Many high schools in the northeastern United States have suffered from declining enrollment due to a declining population of school-age children in the region.Administrators,counselors and teachers perceive many impacts of the implementation of an international student program at a rural high school.This qualitative case study reveals that the rural high school’s unique nature impacts international student programs,international students influence both school culture and programming,and international students suffer from isolation.School leaders would benefit from considerations in the form of professional development both prior to implementation of an international student program and ongoing throughout its duration.It is important for schools to find ways to respectfully honor student cultures and optimize learning experiences.School leaders would be wise to determine desired size of international student programs and make efforts accordingly to achieve that size for optimal effectiveness for the benefit of both host and international students.Implications and recommendations for future research include further exploration of the perceived experiences of European and Chinese international students,understanding the unique nature of rural high schools and international student experiences,and examination of school practices.

智能技术支持的教师注意力分析与评价研究

教师注意力在师生互动过程中发挥着至关重要的作用,但注意力分析的复杂性和低效性制约着教师注意力评价的探索,智能化分析工具的应用有望打破这一瓶颈。基于此,文章首先梳理了教师注意力的研究现状。随后,文章探讨了教师注意力分析与评价过程中面临的挑战,并提出运用智能技术进行探究的对策。在此基础上,依据注意力理论开发了教师注意力智能分析系统。接着,文章选取12节小学数学课程,利用该系统收集教师注意力数据进行分析与评价。研究发现:教师在课堂中的注意力主要集中在学生身上;教师注意力与师生互动存在显著相关,即教师看学生与学生行为呈正相关,教师看黑板和教材与教师行为呈正相关。此外,注意力评价结果显示,与新手型教师相比,专家型教师在注意学生方面的表现更为突出,且注意力评分更高。基于上述发现,文章为小学教师注意力的提升提出针对性建议,以期为教师注意力的评价与提升提供支持。

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。

数字教育时代的高校师生互动与关系重塑

在新一代信息技术的推动下,高等教育进入数字教育时代,“主体/客体”传统二元结构受到挑战,高校师生互动和关系结构正在发生转变。该文探究了数字教育时代高校师生互动的变革特征、技术逻辑与发展趋势,认为技术革新重新定义了师生互动概念,广泛改变了师生互动场景,迅速调整了师生关系结构,为师生关系网络注入了新的技术内涵。在此基础上,该文进一步分析了数字教育时代高校师生互动的价值,并就重塑师生关系、强化师生互动、提升教育质量提出了对策建议。

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.

羞怯对初中生学业拖延的影响:教师期望知觉与自我价值感的中介作用

为考察羞怯与学业拖延的关系,采用问卷法对920名初中生进行测查。结果发现:(1)羞怯与初中生学业拖延显著正相关,与教师期望知觉、自我价值感显著负相关;教师期望知觉与自我价值感显著正相关,且两者均与学业拖延显著负相关。(2)羞怯不仅可以直接影响初中生学业拖延,还可以通过教师期望知觉和自我价值感的单独中介与链式中介对学业拖延产生影响。

大学生学习性投入对其就业力的影响:课程满意度的中介作用

为了探讨大学生学习性投入与其就业力水平之间的关系,分析课程满意度在其中可能发挥的中介效应,采用中国大学生学习与发展追踪研究项目调查数据开展研究。研究发现,大学生的学习性投入水平及其重要维度——学业挑战度、生师互动、校园环境支持度等一方面直接正向影响大学生就业力水平,另一方面还通过课程满意度的中介作用正向影响其就业力水平。因此,建议改善学生高阶学习行为,提升学业挑战度;建立高效师生交流互动机制,鼓励各种形式的生师互动;强化社会实践,丰富学生的学术和社会活动经验;优化大学生人际交往环境和学业支持环境,提升校园环境支持度;根据学生评教结果动态调整课程内容和教学方法,提升大学生的课程满意度,进而提升其就业力水平。

数字化赋能高校思政教学效果评价研究

为提升数字化赋能下高校思政教学效果,以效果评价为导向,运用文献研究法、调查法及统计分析法构建数字化赋能高校思政教学效果评价模型,并通过问卷调查收集200份数据进行验证。经t检验、探索性因子分析及验证性因子分析发现,由教师数字化教学效果评价、学生数字化学习效果评价及大数据教学效果评价构成的评价模型结果十分显著,建构合理。经多元回归分析发现,学校理念、数字技能及师生互评是影响数字化赋能下高校思政教学效果评价的三个重要因素。高校要重视数字化转型,加强对师生数字素养的培育,完善师生互评机制,形成师生互评推动下的联动向好机制,着力改进和提升高校思政教学效果。

连通性视域下高校师生互动类型、机制与策略

人际互动的基本前提是人与人之间的关系连通。在连通性视域中,高校师生关系可以区分为“无连通、弱连通和强连通”三种状态,并因此发展出“互动缺失、弱互动、强互动”三种互动类型。师生互动强度与教学效果之间存在明显正相关。师生强互动和关系强连通的获得机制主要是个体层面的特征同质性机制和群体层面的结构平衡化机制。实践中,通过调整教学策略、完善制度保障、建构支持合力等举措,可以增进师生之间的同质性因素,强化师生群体的结构平衡,进而建构起师生强互动和关系强连通,有效提升教学效果。