How to comprehensively,scientifically,objectively and impartially evaluate the multiple learning achievements of the PBL model should be highlighted when PBL is introduced and applied.A questionnaire of a total of 23 ...How to comprehensively,scientifically,objectively and impartially evaluate the multiple learning achievements of the PBL model should be highlighted when PBL is introduced and applied.A questionnaire of a total of 23 items involving such dimensions of language proficiency,subject contents and 21 st Century skills was designed.Its reliability and validity were tested and well-met with the statistical requirements.展开更多
Credit bank system is a very important management mode in current higher vocational education,and it is also an important means for the Ministry of Education to promote China's modern education reform.This paper c...Credit bank system is a very important management mode in current higher vocational education,and it is also an important means for the Ministry of Education to promote China's modern education reform.This paper combines the specific background of higher vocational enrollment expansion,expounds the practical significance of the credit bank system in the training of the expanded enrollment talents,and explores the methods and rules of the authentication and transformation of the learning achievement of the expanded enrollment students under the system.In order to achieve convergence of different types of learning results,smooth talent growth channel,a useful exploration is carried out.展开更多
From the viewpoint of psycholinguistics, this paper concerns how to create an optimal language learning environment in language learning, to stimulate students enthusiasm to participate in classroom activities and t...From the viewpoint of psycholinguistics, this paper concerns how to create an optimal language learning environment in language learning, to stimulate students enthusiasm to participate in classroom activities and to make language learning easier and more pleasant.展开更多
Purpose:This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school-university collaborative project.Design/Approach/Methods:We used qualitative...Purpose:This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school-university collaborative project.Design/Approach/Methods:We used qualitative methods to construct our research design,collecting data through participatory observations of weekly meetings,teacher interviews,and participants'reflective journals.Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data.Findings:We categorize teachers'learning into five achievements:outcome,processual,democratic,catalytic,and dialogic achievement.A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements:questioning,analyzing,modeling,examining,implementing,reflecting,and consolidating.Originality/Value:Through this longitudinal study,we more comprehensively record details about teachers'learning as they conduct their own research.Although school-university heterogeneous collaboration has potential conflicts,teachers can improve their problem-solving and knowledge creation and sharing abilities,promoting a sense of professional accomplishment.These findings also suggest the need to reconsider the authentic process of teacher research,a task equally significant for international educators.展开更多
This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the ...This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the second-year of a non-English majors degree course in a university in Changchun. Their learning achievement was established by their scores on a reading comprehension test. The relationship between learning strategies and achievement was then examined through the SPSS 8.0 statistical analysis system. It was found that cognitive strategies were the strongest predictor to reading achievement and four other variables (metacognitive strategies, social-affective strategies, reading habits and examination strategies) also demonstrated a significant relationship with reading achievement to differing degrees. Among these variables, social-affective strategies were the only negative predictor. In addition, a significant difference existed between the high-score group and the low-score group in the use of cognitive strategies, metacognitive strategies and examination strategies.展开更多
文摘How to comprehensively,scientifically,objectively and impartially evaluate the multiple learning achievements of the PBL model should be highlighted when PBL is introduced and applied.A questionnaire of a total of 23 items involving such dimensions of language proficiency,subject contents and 21 st Century skills was designed.Its reliability and validity were tested and well-met with the statistical requirements.
文摘Credit bank system is a very important management mode in current higher vocational education,and it is also an important means for the Ministry of Education to promote China's modern education reform.This paper combines the specific background of higher vocational enrollment expansion,expounds the practical significance of the credit bank system in the training of the expanded enrollment talents,and explores the methods and rules of the authentication and transformation of the learning achievement of the expanded enrollment students under the system.In order to achieve convergence of different types of learning results,smooth talent growth channel,a useful exploration is carried out.
文摘From the viewpoint of psycholinguistics, this paper concerns how to create an optimal language learning environment in language learning, to stimulate students enthusiasm to participate in classroom activities and to make language learning easier and more pleasant.
基金supported by the Funding of Landmark Academic Achievement at Faculty of Education,Capital Normal University,Beijing Municipal Commission of Education (grant number SM201910028014).
文摘Purpose:This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school-university collaborative project.Design/Approach/Methods:We used qualitative methods to construct our research design,collecting data through participatory observations of weekly meetings,teacher interviews,and participants'reflective journals.Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data.Findings:We categorize teachers'learning into five achievements:outcome,processual,democratic,catalytic,and dialogic achievement.A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements:questioning,analyzing,modeling,examining,implementing,reflecting,and consolidating.Originality/Value:Through this longitudinal study,we more comprehensively record details about teachers'learning as they conduct their own research.Although school-university heterogeneous collaboration has potential conflicts,teachers can improve their problem-solving and knowledge creation and sharing abilities,promoting a sense of professional accomplishment.These findings also suggest the need to reconsider the authentic process of teacher research,a task equally significant for international educators.
文摘This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the second-year of a non-English majors degree course in a university in Changchun. Their learning achievement was established by their scores on a reading comprehension test. The relationship between learning strategies and achievement was then examined through the SPSS 8.0 statistical analysis system. It was found that cognitive strategies were the strongest predictor to reading achievement and four other variables (metacognitive strategies, social-affective strategies, reading habits and examination strategies) also demonstrated a significant relationship with reading achievement to differing degrees. Among these variables, social-affective strategies were the only negative predictor. In addition, a significant difference existed between the high-score group and the low-score group in the use of cognitive strategies, metacognitive strategies and examination strategies.