Research on Practical Teaching of Ideological and Political Courses in Colleges and Universities and Collaborative Education in the Second Classroom

In today’s society,the need for talent training is of utmost importance due to rapid development.To achieve high-quality talent training,we need to focus on building a collaborative education mechanism.Practical teaching and the second classroom,which serve as important carriers of educational talents,must align their educational goals and complement each other.This article explores the collaborative education mechanism of the second classroom and practical teaching for the ideological and political courses in colleges and universities.It proposes reasonable construction measures to provide some guidelines for teaching work.

A Study on the Second Classroom Training Mode of CDIO for Applied Undergraduate Foreign Language Talents Under the Background of“Double-First Class”

Under the background of“Double-First Class”,the training mode of CDIO for application-oriented undergraduate for⁃eign language talents is to organize the second classroom of College English effectively through conception,optimize the structure of the second classroom of College English through design,improve the efficiency of the second classroom of College English through taking effective methods,and apply the knowledge learned by students in the classroom to practice through operation in or⁃der to improve the efficiency of students’ability of comprehensive application of English.

Extending College English Education,and Activating the Second Classroom

Affected by ways of learning English in middle school,college students are still study English passively in class.They focus on passing CET4&6,but they do not use English as a tool of communicative language.For this,college English teachers should encourage students to read、listen to and speak more English,organize more class activities about English,and activate the second classroom.By this way,college students will like listening to English,speaking English,learning English,and using English in their daily life.

Sociocultural Theory on Interaction between Teachers and Learners in a Second Language Classroom

This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness.

The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research

The revolutionary online application ChatGPT has brought immense concerns to the education field.Foreign language teachers being some of those most reliant on writing assessments were among the most anxious,exacerbated by the extensive media coverage about the much-fantasized functionality of the chatbot.Hence,the article starts by elucidating the mechanisms,functions and common misconceptions about ChatGPT.Issues and risks associated with its usage are discussed,followed by an in-depth discussion of how the chatbot can be harnessed by learners and teachers.It is argued that ChatGPT offers major opportunities for teachers and education institutes to improve second/foreign language teaching and assessments,which similarly provided researchers with an array of research opportunities,especially towards a more personalized learning experience.

The Impact of Recasts on Second Language Acquisition

The roles of recasts have been intensively studied in the first language (L1) research. This essay explores the role of recasts in second language acquisition, mainly focusing on discussing the studies addressing the following two issues: (1) the effects of recasts on the interaction of communication oriented classroom; (2) the role of recasts in promoting interlanguage development.Mixed evidence has been presented by second language (L2) studies regarding the impacts of recasts on second language acquisition.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

Using Focus-on-Form Instruction in the Second Language classroom

As applied teaching,it refers to focus-on-form instruction and focus-on-meaning instruction which have been used in the second language classroom.By analyzing what the effectiveness of focus-on-form instruction is,what the disadvantages of focus-on-meaning instruction are? Therefore,it makes the conclusion:focus-on-form instruction is better than focus-onmeaning instruction within the second language classroom.

Attitudes of Second Language Learners towards Code-switching in L2 Classroom

This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classroom.Questionnaire is implemented as the data collection method and yields some corresponding findings based on research questions.Meanwhile,recent research on code-switching in classroom is introduced briefly.Moreover,limitations and pedagogical implication of the original research mentioned above are elaborated,as well as the implied future research is presented in this area.

The Second Language Acquisition of English in China: The Case Study of Chinese ESL Learners in Australia

English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners have been involved.This case study interviewed five Chinese overseas students in Australia,asking about their prior English learning experience in China to investigate English study in an anglophone context.The analysis of the interview reveals deficiencies of input,interaction and out-put in English classrooms in China,which contributes to the potential methods of improvements in the future.

Analyzing the Use of the L1 in the L2 Classroom in a Public Junior Middle School

The use of the first language(L1) in the second language(L2) classroom has been widely discussed in the language acquisition study as its pedagogical implications. Whether and why L1 should be used in the L2 classroom is discussed on the theoretical basis in the first section. Then the second part analyses this topic in a specific context in the English classroom in a junior middle school in the central part of China. It is found that using L1 in foreign language classrooms could be reasonable to some degree,some principles for the L1 use should be constructed and many factors should be considered in different contexts.

Observation of UK schools and perspective of TEFL classroom in ChinaElia publis se nos fecris. Faucienatque

In this paper, 3 different foreign/second language-learning classrooms will be presented. There will be a comparison between those classes and TEFL classes in China, including background of different education systems and different teaching methodologies and approaches. In the end, some suggestions will be given to Chinese TEFL classes. The aim is mainly to show the differences between language teaching and learning in the UK and in China, and also to give people a chance to think deeply over the current TEFL teaching and learning in China.

How to Develop Accuracy and Fluency in Speaking Skills in Second Language Classroom

This paper firstly defines the key concepts of accuracy and fluency in relation to the development of speaking skills. Then, consider the challenges presented to language teachers of ensuring that learners develop accuracy and complexity in their speaking, as well as fluency. Finally according to the teaching materials supplied, identify and evaluate the opportunities provided for the development of spoken accuracy and fluency, and explain how to exploit the materials to the fullest extent.

How SLA are Explained and the Implications for L2 Classroom Teaching

SLA(second language acquisition)research has been carried out in many filed–linguistics,cognitive psychology,psy chology,psycholinguistics,sociolinguistics and education.Researchers try to find out the truth of this acquisition process.This ar ticle make an introduction to the popular explanation about SLA and further put forward some implications for L2(second lan guage)classroom teaching.

Literature Review on Factors Contributing to the Silence of Students in University-Level English Class

College students tend to be quiet when it comes to practice their spoken English,and therefore it is a challenging task for language teachers to involve all students in speaking activities.Not only are teachers frustrated,the students are disappointed.Despite teachers’classroom management skills and the abilities to organize speaking activities,the general reasons that lie behind student’s reluctance needs to be explored.Though various studies have been carried out,a lack of thorough review on the existing literature has prevented teachers from exploring some main reasons.Therefore,a complete literature review on factors contributing to college student’s silence is needed.It will be able to provide insights into some possible potential reasons.

依托“第二课堂”多维度开放实验室,拓展实验教学的深度和广度

实验教学是培养学生实践能力和创新能力的重要环节,如何突破课堂教学的时空限制有效实现实验资源的开放利用,是高校实验教学中心改革和建设的重要内容。本文以化学国家级实验教学示范中心(北京师范大学)为例,介绍本中心将有组织的“第二课堂活动”纳入实验教学体系,探索并创建了多层次、多维度的实验室开放模式;通过举办丰富的实验竞赛/实践活动,支持大学生开展创新创业、学科竞赛、科学研究和科普宣传等活动,为学生提供了多样化的、以自驱为主、崇尚创新的实践训练机会,从而切实发挥了实验教学中心在创新人才培养中的支撑作用和在基础教育领域的辐射和示范作用。上述举措得力、育人效果显著,值得推广借鉴。

积极体验导向的大学生心理健康教育第二课堂模式建构初探

在大学生心理健康教育体系中,必修课起到主渠道的引领作用,而心理健康教育第二课堂将理论与实践结合起来,同样具有重要的作用。积极心理学视角下的心理健康教育理念关注学生身心健康发展。该文结合第二课堂需求调研设计课程内容体系,通过初步实施,发现学生对于心理健康教育第二课堂的开设需求较大,关注度和参与度较高,第二课堂有利于促进学生积极认知、积极情绪和积极行为的发生与发展。

我国高校“第二课堂成绩单”的研究发展与启示——基于CiteSpace的可视化分析

第二课堂是高等院校实施素质教育的关键载体和有效途径,对提高大学生综合素质具有重要意义。基于中国知网(CNKI)学术期刊数据库,搜索了2015年1月到2022年4月的第二课堂相关研究文献,运用了CiteSpace可视化分析技术解析“第二课堂成绩单”研究的集中领域、热点话题和未来发展趋势。研究认为“第二课堂成绩单”关注度和研究深度在不断增加,该领域的学术价值也逐步提升,当前研究内容主要围绕“第二课堂成绩单”的实施现状、功能价值、技术平台融合应用等方面展开。同时,“三全育人”成为“第二课堂成绩单”的核心议题与热点。未来可从“第二课堂成绩单”的标准化与科学化、数字化管理与应用、与学生发展路径的关联、与就业市场的对接等方面深入研究。

地方本科高校第二课堂育人模式的创新探索

第二课堂是高素质应用型人才培养的有效途径,创新第二课堂育人模式是提高应用型人才培养质量的有力举措。文章围绕“第二课堂成绩单制度”的实施,强调发挥第二课堂与第一课堂的协同育人作用,在思政教育、科研训练、创新创业、文体活动、社会实践和志愿服务等方面探究第二课堂的创新模式,提升第二课堂的立德树人作用,为地方本科高校培养高质量应用型人才提供有价值的参考。