The term"student learning outcomes"refers to the knowledge, skills, and abilitiesthat students achieve during a course, and is typically assessed based on student evaluations conducted at the end of the seme...The term"student learning outcomes"refers to the knowledge, skills, and abilitiesthat students achieve during a course, and is typically assessed based on student evaluations conducted at the end of the semester. Previous studies in this area have investigated the effects of instructional quality and academic demands separately and have been limited primarily to examining findings using student samples fromthe United States. With Japanese college students' perceptions of self-improvementin English language courses as the dependent variable, the present study directly tests the hypothesis that students who perceive instructional quality to be higher, andcourse demands to be greater, also estimate higher levels of self-improvement in English language skills. The analysis provides strong support for this hypothesis.Higher ratings of instruction and academic demands have already beenshown to increase levels of student learning(Greimel-Fuhrmann and Geyer 2003;Nois and Hudson 2006; Mc Fadden and Dart 1992). The present study is the first toprovide direct evidence of the relative importance of student evaluations ofinstructional quality and academic demands as predictors of student learning and thefirst ever to do so with a sample of Japanese college students enrolled in a required English as a foreign language course. Our hypothesis is that Japanese students whoperceive instructional quality to be higher, and course demands to be greater,estimate higher levels of self-improvement in English language skills. Thus we test Japanese students' attitudes toward instructional quality and course demands asindependent variables predicting their perceptions of self-improvement in English language courses. The research focuses on Japanese students' improvement in English language skills because English education in Japan is an arena in which thedebate over limited English proficiency rages on, and because other research suggests reconsideration of English education in light of the demands of the rapidly expanding global era(Amaki 2008).展开更多
The guiding opinions of the Ministry of Education on deepening the reform of education and teaching emphasize the in-depth combination of information technology and education.To encourage different types of small cust...The guiding opinions of the Ministry of Education on deepening the reform of education and teaching emphasize the in-depth combination of information technology and education.To encourage different types of small custom application online courses in colleges and universities,the campus intercollegiate online hybrid teaching,and promote the student-centered teaching and learning methods change.In response to the requirements of reform,this study introduced rain classroom as a mobile teaching method into the first-year basic Japanese teaching in colleges and universities,and conducted the mixed classroom practice under the module teaching theory.The practical results show that the introduction of basic Japanese teaching in rain classroom has greatly improved students’learning enthusiasm and achieved good teaching results.At the same time,as a mobile teaching means,rain classroom is connected online and offline;data integration,teaching management integration,and other aspects still have room for improvement.展开更多
信息通讯技术(information and communication technologies,以下简称ICT)近年来在日语教育领域的应用不断在发展。由于日语听力系列课程课时少,难度大,学生重视度低等原因,为提高学生的听力及口语输出能力,我校日语专业在教学过程中采...信息通讯技术(information and communication technologies,以下简称ICT)近年来在日语教育领域的应用不断在发展。由于日语听力系列课程课时少,难度大,学生重视度低等原因,为提高学生的听力及口语输出能力,我校日语专业在教学过程中采取“线上+线下”的教学模式。线上教学中教师利用ICT,依托超星学习通平台,建设日语听力教学资源库,满足不同学生的需求,达到可以“处处能学,时时可学”的目标,以此提高学生的日语听力以及口语表达能力,培养符合社会发展需要的新时代外语人才。展开更多
文摘The term"student learning outcomes"refers to the knowledge, skills, and abilitiesthat students achieve during a course, and is typically assessed based on student evaluations conducted at the end of the semester. Previous studies in this area have investigated the effects of instructional quality and academic demands separately and have been limited primarily to examining findings using student samples fromthe United States. With Japanese college students' perceptions of self-improvementin English language courses as the dependent variable, the present study directly tests the hypothesis that students who perceive instructional quality to be higher, andcourse demands to be greater, also estimate higher levels of self-improvement in English language skills. The analysis provides strong support for this hypothesis.Higher ratings of instruction and academic demands have already beenshown to increase levels of student learning(Greimel-Fuhrmann and Geyer 2003;Nois and Hudson 2006; Mc Fadden and Dart 1992). The present study is the first toprovide direct evidence of the relative importance of student evaluations ofinstructional quality and academic demands as predictors of student learning and thefirst ever to do so with a sample of Japanese college students enrolled in a required English as a foreign language course. Our hypothesis is that Japanese students whoperceive instructional quality to be higher, and course demands to be greater,estimate higher levels of self-improvement in English language skills. Thus we test Japanese students' attitudes toward instructional quality and course demands asindependent variables predicting their perceptions of self-improvement in English language courses. The research focuses on Japanese students' improvement in English language skills because English education in Japan is an arena in which thedebate over limited English proficiency rages on, and because other research suggests reconsideration of English education in light of the demands of the rapidly expanding global era(Amaki 2008).
文摘The guiding opinions of the Ministry of Education on deepening the reform of education and teaching emphasize the in-depth combination of information technology and education.To encourage different types of small custom application online courses in colleges and universities,the campus intercollegiate online hybrid teaching,and promote the student-centered teaching and learning methods change.In response to the requirements of reform,this study introduced rain classroom as a mobile teaching method into the first-year basic Japanese teaching in colleges and universities,and conducted the mixed classroom practice under the module teaching theory.The practical results show that the introduction of basic Japanese teaching in rain classroom has greatly improved students’learning enthusiasm and achieved good teaching results.At the same time,as a mobile teaching means,rain classroom is connected online and offline;data integration,teaching management integration,and other aspects still have room for improvement.
文摘信息通讯技术(information and communication technologies,以下简称ICT)近年来在日语教育领域的应用不断在发展。由于日语听力系列课程课时少,难度大,学生重视度低等原因,为提高学生的听力及口语输出能力,我校日语专业在教学过程中采取“线上+线下”的教学模式。线上教学中教师利用ICT,依托超星学习通平台,建设日语听力教学资源库,满足不同学生的需求,达到可以“处处能学,时时可学”的目标,以此提高学生的日语听力以及口语表达能力,培养符合社会发展需要的新时代外语人才。
