“Instruction-Category” Approach of Test Suite Construction for Oven Embedded System

Being different from testing for popular GUI software, the “instruction-category” approach is proposed for testing embedded system. This approach is constructed by three steps including refining items, drawing instruction-brief and instruction-category, and constructing test suite. Consequently, this approach is adopted to test oven embedded system, and detail process is deeply discussed. As a result, the factual result indicates that the “instruction-category” approach can be effectively applied in embedded system testing as a black-box method for conformity testing.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

An Empirical Study on Classroom Learning Anxiety of Secondary Vocational English Learners in Content-based Instruction

This research aims to study the relationship between content-based instruction and secondary vocational English learners.Two classes in one secondary vocational school were chosen as participants.The result shows that CBI teaching has a negative correlation with English learning anxiety and has an impact on alleviating students' anxiety.

On the Content-based Instruction of EFL for Chinese Undergraduates

Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content and benefits of language learning. In addition, there are comparatively few studies which offer theoretical foundation for content-based teaching and constructive suggestions for its integration in the settings of EFL. This article aims to connect theory with practice and help teachers of EFL in China to maximize the potential of content-based instruction. To achieve this goal, it first presents a short literature review on project-based instruction, followed by a summary of its advantages and beneficial outcomes of using the intemet in order to implement it. It then proposes an eight-step process for the sequencing of project work and finally demonstrate a real-world project specially designed for Chinese EFL students. Both the design and the teaching activities proposed can be easily transferred to other settings..

Instruction of Nominalization by Applying Enabling of POA

It is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization.Therefore,the instruction of nominalization in an academic English writing course is badly needed.The author conducted onesemester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach(POA).This research demonstrated how to apply POA,specifically,the enabling procedure to the teaching of nominalization.By triangulating the data of students’interviews,learning journals and written output,and the data of 4 teachers’class observations and interviews,this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

The Value of Effective Strategies Employed in Vocabulary Instruction in College English Reading

Vocabulary teaching is one aspect of language teaching that has not been given the attention it deserves until recent years. For a long period of time, vocabulary is simply taught in the way by asking students to study and memorize its meaning and spelling, its part of speech and its general function in a sentence. Thus, a student with a command of five thousand English vocabulary still finds it hard to adapt himself to the requirement of our demanding reading assignments, in particular, to the extensive reading task, which is more demanding due to its wide range of materials and large amount of vocabularies. According to Wilkins (1979: 111) "Without grammar very little can be conveyed, without vocabulary, nothing can be conveyed." Yet without a deeper understanding of how vocabulary is taught in the classroom and which methods of teaching are more effective for learners, the teaching of vocabulary may not achieve the desired effects. By researching the topic on vocabulary learning and instruction, this essay intends to bring the attention of both teachers and learners to the weaknesses of the traditional approach of teaching vocabulary and some different strategies in vocabulary instruction with the aim of improving the students’ reading comprehension.\;

Grammar Instruction and Evaluation of an EFL Textbook of China

By examining recent studies on grammar instruction, which reflect the waxing and waning of grammar instruction in history, and some new teaching approaches and techniques in grammar teaching, this paper concludes that grammar instruction does make a difference to foreign language teaching and thus is important and necessary for Chinese leamers, especially English majors, to develop their ability of using the language accurately and fluently in real life. And on the basis of it, this paper evaluates an EFL textbook of China in terms of some grammar teaching approaches and techniques to illustrate the application and practice of these new perspectives and new teaching approaches and techniques in Chinese foreign language teaching and leaming.

College English Teachers＇ Perceived Difficulties in Teaching Content-Based Courses and Opportunities for Their Knowledge Growth

This paper explores three College English teachers＇ perceived difficulties in teaching content-based courses in the Chinese context and opportunities for their change in the knowledge base. Interviews and classroom observation were used to collect data. After coding and recoding of the audio data, the researcher found that College English teachers face the following difficulties： positioning of themselves, commitment to the course, students＇ expectation, the balance between language and content, and administrative support. Meanwhile, the experience of teaching content-based courses offered them an opportunity to increase their knowledge of the content, the learners, and educational values. Some implications for CBI （content-based instruction） in curriculum reform were put forward at the end of the paper.

福州地区不同年龄牙龈炎人群口腔健康宣教途径及策略分析

目的调查福州地区不同年龄段牙龈炎人群口腔健康知识来源途径差异,初步分析宣传策略,为有针对性地开展的口腔健康宣教提供依据。方法采用单纯随机抽样的方式,收集于2021年6月至2021年10月就诊的420例慢性牙龈炎患者进行问卷调查,按年龄分为两组:18~35岁组,36~65岁组。结果网络为18~35岁组获取口腔健康知识的主要途径,而36~65岁组主要途径为网络与医疗机构,且两者效应叠加后占绝对优势。全年龄人群最主要传播途径为网络。结论充分发挥网络宣传的同时,加强医疗机构网络公众号建设,将网络及医疗机构宣传途径叠加,可获取更广传播效果。

A Study of the Effects of the Content-Based Instruction for English Majors in the Chinese Context

This study focused on the effects of the Content-Based Instruction （CBI） for English majors in the Chinese context. A quasi-experiment was conducted in an English teaching institution with tests as data collection instruments. The quantitative study indicates that CBI brings better outcome than Skill-Oriented Instruction （SOI） in developing language knowledge, language skills and disciplinary knowledge, achieving the general objectives of the national curriculum more effectively than the conventional SOL The findings throw a positive light on the reform of the national curriculum for English as a specialty and the education of English majors in China.

科研成果融合背景下的临床基础检验实习教学改革

医学检验教育正面临一个巨大的挑战,那就是其教学内容和方法与社会和医学检验技术的迅猛发展之间的脱节。文章探讨了医学检验实习教学在科研成果融合背景下的改革,以凝血系统教学为例,分析了传统实习教学的问题,并提出了将科研成果和信息素养培养融入实习教学的方法。通过引导学生查找资料和参与讨论,提高了学生的信息素养和实践能力。教学改革不仅为学生未来职业生涯打下坚实基础,也为医学检验学科发展注入新活力。实践证明,该教学模式有助于培养学生的临床思维、科研创新能力和自主学习能力,推动医学和健康事业的持续发展。综上所述,该教学模式充分挖掘了专业课的育人功能,创新了适应实际工作需要、提升学生学习能力的教育方式。

Application of Task-based Approach in College English Vocabulary Teaching

With the rapid development of economy and society,more and more people pay attention to English teaching.Vocabulary,the basic unit of language,is regarded as the center of language teaching by many linguists and educators.For Chinese students,vocabulary learning is also the most difficult and important problem in language learning.Unlike that in English-speaking countries,there is an absence of a foreign language environment for Chinese students,and most of their vocabulary is derived from classroom learning.Thus it is necessary to find an effective method to deal with vocabulary teaching.It analyzes college English vocabulary teaching,as college students have formed the corresponding language skills with more suitability.For a long time,students develop the habit of memorizing words repeatedly,consuming a lot of time,but the result is not satisfactory.Faced with this phenomenon,this paper analyzes the problems existing in College English vocabulary teaching and explores the reasons of the problems.Then it analyzes the application of task-based approach in college English vocabulary teaching.

6T框架下新媒体辅助英语写作教学设计探究——以《英语写作教程:以内容为依托(上册)》第一单元为例

基于CBI主题教学模式,以6T为框架对《英语写作教程:以内容为依托(上册)》第一单元进行系统的教学设计,一定程度上能有效促进语言与内容融合的写作教学。选取新媒体平台上的语篇作为补充,可以有效激发学习者写作前的阅读自主性,建构认知图式,以读促写,实现语言技能和专业知识的共同发展。同时,同伴互动、师生互动的教学模式能提高学生的学习驱动力,多角度阅读能提高思辨能力,高阶的思维训练能有效提高思维能力,并启发深度学习。

“任务驱动五步教学法”在《高分子材料合成工艺学》教学中的应用

《高分子材料合成工艺学》是高分子材料专业的专业必修课,具有较强的理论性与实践性。运用“任务驱动五步教学法”,即“讲解演示”“互助探究分享与点评”“案例分析与讨论”“学术文献赏析”与“课程总结”,可有效调动学生学习的主动性与积极性,强化工程思维训练与实践意识的培养,进而实现教学目标。

我国科学学科概念转变研究图景:阶段、主题与展望

概念转变研究始终是国际科学教育领域热点研究主题,也是我国科学教育领域的核心问题。为描绘我国概念转变的研究图景,基于检索、梳理知网中相关文献,分析我国概念转变研究的发展历程和研究主题。从研究结果来看,我国概念转变的研究主要包括前概念的内涵与概念转变教学策略阶段、前概念的探查与概念转变理论的引介阶段、前概念与概念转变理论系统研究阶段、概念转变跨学科整合与实证研究阶段、概念转变认知神经机制与科学化阶段。从研究主题来看,我国概念转变的研究主要包括前概念和概念转变的理论基础、前概念的诊断与探查的实证研究、概念转变的教学策略研究、教学实验研究、心理学与脑科学研究。最后,提出概念转变未来研究的建议,即深化现有研究和概念转变的脑科学研究。

智能课堂分析的多维指标体系构建:面向开放教育OMO智慧教学环境的研究

课堂分析是提升课堂教学质量的重要依据。开放教育的智慧课堂联通线上学习平台和线下物理教室,形成了线上融合线下的(Online-Merge-Offline,OMO)教学环境,通过多种应用程序、移动终端和传感器产生了大量教学数据。然而,已有的智能课堂分析系统大多聚焦线下课堂,目前尚未有研究系统地开展对线上和线下教学数据的同步挖掘,因此,难以获取开放教育课堂教学特征的全貌。为此,通过整合多模态数据,构建了一套针对开放教育OMO智慧教学环境的课堂分析指标体系,从“教学设计”“教学实施”“教学效果”三个维度提炼课堂教学特征。并且在上海开放大学智慧学习中心开展了对指标体系的验证,验证结果表明:该指标体系可全面准确地捕捉开放教育复杂多元环境下的教学特征;通过各维度指标间的相互补充、相互诠释、相互印证,可有效提升课堂分析结果的解释力和可操作性。指标体系为智能课堂分析系统的研制提供了理论依据和设计方案,对开放教育数据驱动的课堂转型具有实践探索意义。

A Counterbalanced Approach to Content-based Language Teaching

Content-based language teaching(CBLT)has come to be known as an effective and motivating way to develop higher levels of communicative ability than more traditional grammar-based approaches.Whereas traditional methods isolate the target language from any substantive content except for the mechanical workings of the language itself,CBLT enriches classroom discourse in a way that provides both a cognitive basis for language learning and a motivational basis for purposeful communication.CBLT,how ever,does not preclude language instruction but instead promotes its integration through a counterbalanced approach that entails a dynamic interplay betw een language and content.Drawing on classroom-based research,this paper illustrates the feasibility and effectiveness of a counterbalanced approach to CBLT whose flexibility has the potential to accommodate a range of instructional settings.

《钱氏家训》引领大学生厚植家国情怀的时代价值和实践路径

在中华民族伟大复兴的时代背景下,复杂的国际政治、文化环境对大学生家国情怀培养提出了新的要求。《钱氏家训》是钱家先祖武肃王钱镠留给后世子孙宝贵的精神遗产,也是中华民族传统文化的优秀典范,涵养着家国情怀,具有文化育人的重要功能。文章尝试探索《钱氏家训》引领大学生厚植家国情怀的时代价值和实践路径,旨在引导大学生将个人成长与国家发展结合起来,为实现中华民族伟大复兴而奋斗。

基于5E教学理念的病原生物学多情境课程体系的探索

病原生物学涵盖了病原体形态到致病、防治的完整内容,较好承接了医学基础课和临床专业课程。一个优良的病原生物学课程体系可提高学生的逻辑思维和临床思辨能力。文章引入5E教学理念将多情境(疫情情景、生活情境、病例情境、疫苗防治、国家政策、科学研究等)系统融入课程的引入、探究、解释、延伸和评价各阶段,在情景中教学以提高学生的学习积极性、教学参与性、分析逻辑性、讨论互动性,培养科学精神、科学创新能力,并且多环节融入课程思政,实现立德树人的根本任务,以期为病原生物学课程的教学改革提供参考和补充。

论学习实践的身心二重性及其教导取径——兼论超越“符号识记”的核心素养生成逻辑

学习实践是指在历史文化符号和生活经验知识指引下,学生亲历的身心共在、内外协调的能动活动,既包括对知识发生过程的简约重演,亦包含对知识理论规律的迁移应用。根据功能轴心和培养重点的差异,可分为重在培育“思”与“言”的“心主—身辅”的实践,以及重在培育“感”与“行”的“身主—心辅”的实践。学习实践有效开展的前提是知识类型与实践方式的对应:思维语言方法性、抽象性和事实性符号知识,与他人言语交往和与自身精神交往的经验知识,宜用“心主—身辅”的实践;行为操作说明类、价值类和写实类符号知识,与他者动作交往和与自然接触交往的经验知识,宜用“身主—心辅”的实践。教师在指导学生的实践体验时,既要强调实践方式的适配性,亦要突出实践主题的综合性,帮助学生通过多元学习实践的关联互动,超越符号识记的桎梏,走向核心素养的全面生成。