Study of the learner-centered interactive teaching model in the EFL classroom

With the change of the teaching approach, people have realized that language is not only knowledge, but also a skill and ability. Today＇s English teaching should emphasize the college student＇s English comprehensive skills. This paper is intended to introduce the traditional English teaching method, and by using the comparison of the force-feeding mode of English teaching with interactive approach to language pedagogy. It emphasizes the analysis of the modem communicative teaching mode, and it also elaborates the English teacher＇s role in interactive class, and proves the effectivity and feasibility of the theory based on the student-centered mode.

大学转型发展中的校长角色与行动逻辑及对“双一流”建设高校的启示——基于王亚南的研究

本研究依循历史与逻辑相统一的思路,从组织领导学视角对新中国成立后厦门大学首任校长王亚南的角色扮演、行为表征进行分析,发现其在厦门大学发展目标厘定、结构再造、技术提升的实践工作中分别扮演了擘画人、设计师、开拓者三种角色。这对我国当下高水平大学从“985”“211”工程形塑的既有形态转向“双一流”建设高校的应有样态具有一定的启示:在高校类型与主体优势的根本遵循中呈现不同类型大学的应有功能;在教学改进与科研提升关系的平衡中推进基层学术组织的复合再造;在教师评价与知识生产的方式改革中重塑一流学术研究的制度环境。

Scaffolding in Teacher-Student Interaction:A Case Study in Two Oral English Classes in China

This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.

民办应用型本科大学英语教师角色转换调查研究——基于学生视角

应用型本科大学英语课堂中教师的角色是影响大学英语课堂的重要因素,对大学英语教师角色的调查和分析对应用型本科大学英语教学效果起着至关重要的作用。然而,当前民办应用型本科大学英语教师所扮演的课堂角色与学生对教师的角色期待有着明显的差异。形成差异的因素主要包括教师的教育观念、专业素质、对学生期待的了解程度等。教师只有不断改变传统教学观念,提升自身专业化水平,在教学过程中关注学生情感因素,培养学生学习策略,才能减少教师实际教学行为与学生期待之间的差距,从而更好地促进英语教学。

现实与理想的“错位”--《儿童世界》封面女童形象的现实化想象(1922—1941年)

创刊与1922年的《儿童世界》是中国期刊史上最早的儿童刊物之一,其封面中的女童形象为深入理解民国时期儿童形象的整体风貌提供了一个独特而颇具价值的研究视角。一方面,《儿童世界》封面中的女童以“黑色直短发+连衣裙+小皮鞋”式的中产阶级儿童形象为主导,呈现出“中西杂糅”与“阶级分化”相结合的总体特征;另一方面,封面女童形象体现了民国时期社会观念的性别期待,与女童在成长培养与未来家庭中“贤妻良母”的角色定位无缝衔接。

提议者的班级角色对中高年级小学生公平偏好的影响:来自ERP的证据

目的:探究提议者的班级角色对中高年级小学生公平偏好的影响。方法:研究一采用改编的最后通牒博弈范式探究中高年级小学生提议者的班级角色对公平偏好的影响。研究二借助ERP技术,考察提议者的班级角色对公平偏好影响的神经机制。结果:①中高年级小学生具有公平偏好,且高年级对于不公平结果的拒绝率显著高于中年级小学生;②提议者的班级角色能够影响中高年级小学生的公平偏好,但高年级小学生的公平偏好受分配结果的限制。③相对于不公平分配结果,公平分配结果会诱发高年级小学生更大的P300平均波幅;分配结果为亚公平时,班级角色不同所诱发的P300平均波幅差异显著。结论:提议者的班级角色能够在一定程度对中高年级小学生的公平偏好产生影响,但高年级受分配结果的限制,且公平分配结果会诱发更大的P300平均波幅。