On the Teaching Design of Graduates’EAP Course:Enhancing Language Proficiency and Critical Thinking Skills

This paper explores the integration of the bridge-in,objectives,pre-assessment,participatory activities,post-assessment and summary(BOPPPS)teaching model within the context of the post-graduates Academic English course.It discusses how this structured approach can effectively enhance students’language proficiency,foster critical thinking skills,and align with the multifaceted objectives of advanced English language education.The study provides a detailed examination of each BOPPPS component as applied to the post-graduates Academic English curriculum,supported by theoretical underpinnings and practical implications.

The Research on Cross-Cultural Critical Thinking in English Teaching: A Pedagogical Paradigm Within the Ideological and Political Course Framework

The conflation of linguistic competencies with ideological and political educational paradigms presents unique opportunities and challenges for English language teaching(ELT)in our increasingly interconnected world.This research seeks to address the role of cross-cultural critical thinking within the landscape of English pedagogy,framed by the imperatives of ideological and political education.Employing a multi-method approach,including thematic content analysis and action research,the study proposes a pedagogical model designed to integrate transcultural discourse and ideologically reflective practices into the conventional ELT curriculum.This paper argues for a reimagined approach to teaching English that encourages students to engage with diverse cultural perspectives and develop a nuanced understanding of global issues.

Reflections on Cultivating Critical Thinking in Foreign Language Courses in the Context of Integrating Ideological and Political Theories in All Courses

The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral education.Learning a language is not just about mastering its language form but also about critically examining the cultural connotations and thinking patterns embedded within it.Therefore,cultivating students’critical thinking skills should be a key focus in foreign language education.First,this paper examines the importance of fostering students’critical thinking in foreign language courses.Second,considering the characteristics of Chinese college foreign language courses,we propose that if we want to cultivate critical thinking among students through foreign language courses,we need to effect pattern transformations across four aspects:teaching philosophy,teaching content,teaching methodology,and teaching evaluation.These transformations also present requirements for foreign language teachers.They should focus on enhancing their comprehensive literacy,including ideological and political literacy,teaching design skills,and the ability to integrate teaching materials with logical thinking.And China’s Standards of English Language Ability(the CSE)serves as an important reference indicator for implementing these transformations.

Using critical thinking activities as tools to integrate language skills

Every day communication is an event in which there is an interactional relationship between interlocutors. This interaction needs whole language in which language skills of speaking, listening, reading and writing; associated knowledge of vocabulary, meaning, syntax, etc.; and also, thinking skills are interwoven. This means that language should be kept whole and ＂if language isn＇t kept whole, it isn＇t language anymore＂ （Rigg, 1991, p. 522, cited in Richards ＆ Rodgers, 2001, p. 109）. In English as a Second Language/English Foreign Language （ESL/EFL） learning settings, improvement in one skill can affect the development of other skills. A particular course may highlight certain skills, but if the teacher is creative or specific tasks and problems are used in language learning settings, learners are provided with the opportunity to improve multiple, integrated skills. This paper aims at elaborating on critical thinking approach to language learning and introducing practical ideas for helping teachers to integrate language and thinking skills. It introduces 3 critical thinking activities （Dialogue journals, reading logs and literacy portfolios）, and also discusses how implementing them can serves as a way to integrate language skills. It also maintains that engaging learners in these activities helps them use authentic materials and solve problems of their own interest that in turn has a positive effect on student＇s motivation.

Research on the Comparison of Critical Thinking and Logical Expression

With the advancement of globalization,university students need not only to master English language skills but also to develop critical thinking and logical expression skills,both of which are crucial for academic and professional success.As an interactive and structured learning activity,English debates provide an effective platform for enhancing these cognitive and linguistic skills.This study investigates the impact of English debates on students’critical thinking and logical expression skills by analyzing pre-and post-debate assessments,survey data,and in-depth interviews with debate participants.The results indicate significant improvements in critical thinking skills,including argumentation logic,rebuttal techniques,and problem awareness.Students also demonstrated notable progress in organizing and expressing complex ideas logically in English.These findings offer valuable insights for English teaching in higher education,suggesting that debates can serve as an effective pedagogical tool for fostering both language and cognitive development in university students.

语言思维能力视角下高职英语模块化教学研究

提升大学生语言思维能力已然成为高职英语教学的重点目标之一,从语言思维能力的视角考量英语课程教学内容的模块化设置是必然要求。在高职英语教学中,从丰富英语学习资源的语篇类型,细化职场英语的理解、表达和互动等三大技能方面,以及拓展词汇学习、语法知识、语用知识和文化知识等诸多方面中,进行逻辑思维能力、批判性思维能力和创新思维能力的训练与拓展,并配比相应的主次重点,形成多模块化的英语教学模式,培养和提升大学生的语言思维能力。

多学科融合教学在护生骨科临床实习中的实践

目的探讨多学科融合教学在护生骨科临床实习中的应用效果。方法选取骨科实习护生96人,按照入科先后顺序分为对照组和试验组各48人。对照组采取常规临床护理教学实践,试验组在对照组基础上开展多学科融合教学活动;比较两组出科考核成绩、教学效果以及批判性思维能力。结果两组均完成4周实习,两组出科考核成绩、教学效果评价及批判性思维评分比较,差异有统计学意义(均P<0.05)。结论多学科融合教学可促进护生批判性思维能力培养,进而促进教学效果提升。

On the Application of Generative AI in College English

With the rapid advancement of AI technology,especially the emergence of generative AI such as ChatGPT and ERNIE Bot,the field of education is undergoing profound changes.While they change the way information is obtained and processed,these AI technologies challenge traditional teaching models.Based on evaluating the feasibility of various generative AI tools for teaching and comparing their respective advantages and disadvantages,this paper delves into the application scenarios of these generative AI tools in English reading,writing,and translation,and explores their specific applications in the pre-class,in-class,and post-class parts of“College English Reading,Writing,and Translation”.It is hoped that through innovative teaching methods,both students’learning effectiveness and teachers’teaching efficiency can be improved.At the same time,it is crucial to guide students in recognizing the misinformation and biases that exist in generative AI,while emphasizing the significance of originality and intellectual property.Moreover,their critical thinking skills and proper academic concepts could be cultivated and help them prevent academic misconduct.

课堂见习一体化模式在外科护理学教学中的应用效果

为分析课堂见习一体化模式在外科护理学教学中的应用效果,选择114名护理学专业学生并将其分为对照组和实验组,从考试成绩、护士临床沟通能力、评判性思维能力、教学满意度四方面进行教学效果评价的实验对比,利用SPSS 26.0软件进行统计分析。结果表明,实验组学生的外科护理学课程理论成绩、操作成绩、总成绩均显著高于对照组,说明课堂见习一体化模式能够帮助学生更好地融合课堂理论知识,并将其转化为实践技能。实验组学生可以在外科护理学见习中通过切身体验和工作实践锻炼临床沟通能力,通过医院护理见习进行思考和自我判断。根据卡方检验结果可知,实验组学生教学满意度也显著高于对照组。该模式注重护理学专业学生实践能力、解决问题能力的培养,有助于学生综合素质的提升。

数学教学中融入数学史 转变学生数学学科观念

文章探讨了数学史在数学教学中的重要性及其多方面的益处。教师在教学中引入数学史,能够深化学生对数学本质的理解,帮助他们形成动态发展的学科观念。此外,数学史与其他学科的交叉融合有利于拓宽学生的数学视野,增强其跨学科整合的能力。融入数学史的教学还有利于培养学生的批判性思维和创新精神,促进他们数学素养的全面提升。因此,文章强调在数学教育中应广泛应用和推广融入数学史的教学方法。

A Probe Into CLT Pedagogical Implications for English Majors in China's Mainland： A Holistic Educational Paradigm

Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.

科教融合在天然产物化学课程中的应用探究

科教融合是将科学研究和教学活动有机结合以发挥科学研究的育人特性,是发现新知识、创造新知识以提升课程高阶性、创新性和挑战度的重要手段,已成为当代综合性大学所青睐的培养创新人才的关键模式之一。天然产物化学作为一门重要的必修课,内容多,理论性和实践性强,难度大。在学习过程中,难以达到融会贯通和学以致用。根据课程的特色和目标,将相关科研成果和前沿知识融入课程教学内容,激发学生学习的热情,提高学生探索未知的好奇心和参与度,显著提升课程质量,强化学生的思辨能力和解决实际问题的创新能力,在本科拔尖人才培养上取得很好的成绩,实现教学相长。

双线融合模式下高校学生思辨能力提升策略研究

思辨能力的培养是大学外语教学的重要目标之一,尤其面对当下大学生外语学习过程中缺乏积极思辨的背景,如何扭转这一现象成为外语教学改革工作的头等大事。基于“线上+线下”混合式的双线融合教育理念,从思辨能力培养的内涵机理谈起,分别从课前、课中、课后三个不同阶段,就双线融合教学模式展开实践探索研究,提出提升学生外语思辨能力的有效策略方法,切实提升学生的思辨能力。

我国外语专业学生批判性思维教学与测评研究二十年(1998—2022)

批判性思维是我国外语教育领域的重要研究议题,该议题引起了诸多国内学者的重视。本文在厘清批判性思维和思辨能力之间关系的基础上,回顾了二十余年来我国外语专业学生批判性思维的相关研究,发现批判性思维的理论研究相对薄弱,涉及教学手段或课程改革的批判性思维研究和批判性思维量具构建及应用的研究成果相对丰硕。最后,本文展望了我国外语专业学生批判性思维未来研究的关注点。本领域研究将进一步扎实批判性思维理论,融通外语专业学生批判性思维的测评、教学和学习,将测评育人、课程育人与批判性思维的培养有机结合,为筑牢优秀外语人才的思维基础,更好胜任未来工作岗位提供实践参考。

“课堂+项目”研究型教学提升学生知识整合与思辨能力的探索实践--以“自然资源生态学”为例

新农科建设是推进高等农林教育创新发展的重要举措,是新生态教育发展的原动力。“自然资源生态学”作为生态学专业连接基础理论与应用技术的桥梁课程,着力培养学生从“生态学基础理论”向“生态学思维”转换,旨在提升学生知识整合与思辨能力。以“课堂+项目”的教学模式,通过翻转课堂、学生自主研究、科学研究汇报等,探索了以研究为基础的研究型教学模式对知识整合与思辨能力提升的可行性,结果表明这一途径对生态学专业教育具有重要借鉴意义。

基于高中英语读思写整合模式的应用文教学--以译林版(2019)高中英语必修一第一单元阅读版块为例

针对目前高中英语应用文写作教学中“读写分离”,输入与输出不平衡,从而导致学生应用文写作结构不清晰、体裁特征不明确、写作技巧不熟练的问题,本文呈现了基于“三段七步”读思写整合教学模式与“输入-输出”假设的应用文写作教学设计与实施。将教材中的一篇演讲稿作为仿写范文,从结构框架、内容要点、体裁特征、写作技巧四方面对范文进行剖析,为学生提供可理解语言输入,促成可理解语言输出。笔者建议教师:立足教材语篇,充分开发教材中的各类应用文语篇,把握学生已有应用文写作知识与范文间的差距,多角度结构语篇,为其提供适宜、足量的可理解语言输入;确立目标指向,全面为学生搭建写作支架,助力学生利用特定类型应用文所开展的有效表达与交流,高效落实读写整合。

高职英语跨文化思辨教学模型构建与应用

跨文化思辨能力是高职英语学科核心素养的重要组成部分,培养大学生跨文化思辨能力是新一轮英语教育教学改革的内在要求。从教学目标、教学内容、教学环节、教学方法、教学活动、教学评价六个方面构建并应用高职英语跨文化思辨教学模型,能促进大学生语言能力与跨文化思辨能力融合发展,为高职英语教学模式改革、教学方法创新及课程思政建设等提供理论参考和实践价值。

CLIL模式下学科内容、目标语言和思辨能力的融合发展

传统的外语教学过于注重语言知识获取和语言技能提升,将目标语言学习和学科内容学习割裂开来;教学活动很大程度上在低阶思维层面展开,不利于学习者思辨能力的培养。以内容语言融合教学为理论指导进行课案规划,可以弥补技能导向外语教学的不足,帮助学习者通过学习语言获取知识,同时在获取知识的过程中夯实语言,提高思辨能力,促进学习者学科内容、目标语言和思辨能力的融合发展。

“点评”在提升英专学生批判思维能力方面的效度研究——《综合英语》教学改革探究

《综合英语》课程不仅要培养学生综合运用英语语言知识和技能进行语言交际的能力,还要引导学生进行批判性思考。“点评”教学活动是《综合英语》课程教学改革的创新实践,具有可行性和可操作性。在教学中采用学生互评、教师点评等多种“点评”方式,可以增强学生参与课堂教学活动的积极性,拓展学生的思维空间,从而有效提升学生的语言输出能力和批判思维能力。

外语教学与学生创造性和批判性思维的培养

创造性和批判性思维对于科技的发展、经济的增长、社会的进步起着重要的作用。本文首先探讨了这两种思维的含义 ,继而分析了影响创造性和批判性思维的因素。然后讨论了如何在外语教学中培养学生的创造性和批判性思维。