国内Content-based Instruction研究述评

自从20世纪90年代Content-based Instruction进入中国,得到各个学科领域的关注,最近几年相关研究更是呈井喷之势,尤其是实证研究。但是,对中国知网检索文献的分析显示,CBI研究设计科学性不够,忽略了研究的伦理问题,部分研究由于自变量描述不够,影响了研究的效度。分析同样发现,实验中的干预与CBI不符,研究者将CBI与其它教学方式混淆不清。

Project-based Instructions教学法的产生及其应用

Project-basedInstructions是一种突破传统课堂授课的教学方法。它要求学生在学习过程中进行独立思考、积极参与,在教师的指导下,通过个人活动或者集体合作等形式完成既定学习任务。通过这种学习,学生可以增强学习的主动性,提高解决实际问题的能力,获得独立工作经验,还可以强化合作意识。在大学英语教学过程中适当地借鉴这一教学法,可以帮助学生进一步理解语言的社会属性,掌握语言的本质意义,从而更好地理解语言的精髓。

Using Task-based Instruction Approach to Make Clear Communication

Unclear,ambiguous,poor communication is one of the causes of major marine disasters.To foster the students'commu-nicative competence,the task-based instruction theory was applied in the design of English for Specific Purpose(ESP)instruction.This paper explored the procedures in task-based language teaching and applied them in ESP class in a Chinese vocational institute.

An Initial Plan to Explore the Use of CALL in Task-Based Instruction in College English Writing in China

Learning for using theories has been,to a great degree,acceptable over the last few decades.Learning through doing,through using the language,through performing real life or real-life-like tasks has come to its own important occasions to achieve EFL/ESL learners' communicative goals.

Strategy-based Listening Instruction: Possibilities and Impossibilities

Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight into the listening process, could be one of the timely answers to the challenges facing Chinese EFL listeners. Starting with a comprehensive review of theories and studies on strategy-based listening instruction in recent Western academia, the current paper critically examined the possible advantages and the theoretical and practical limitations of strategy-based listening instruction.

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.

A Replication of the Effect of Error-based Grammar Instruction on Fourth-graders' Writing

Shoudong Feng made a study of the error-based grammar instruction on fifth-graders' writing. Both the short and long-term gains proved to be significant in all three major categories (mechanical,sentence structure and usage). This study explored whether the results Feng presented at the 2004 Annual Meeting of MSERA,U.S would be replicable in rural settings at different grade levels. Participants were 35 fourth-grade students in a rural elementary school. Students were asked to write an essay on the topic given by the researcher. Samples from the pretest were collected and analyzed for grammar errors. Then the researcher designed lessons based on the results and taught the lessons by using errors from the sample. Students wrote on a similar topic in the posttest. The researcher analyzed the grammar errors and compared the results. The results showed the number of errors reduced significantly,esp. the errors of spelling,sentence fragment,S-V agreement and homophone confusion. The probability that the difference was due to chance was less than 5%. The findings supported the hypothesis that the error-based grammar instruction has a positive effect on the accuracy of fourth-graders' writing.

The Effectiveness of Strategies-based Instruction on Postgraduates' English Vocabulary Learning

This ten-week quasi-experimental study was undertaken to explore the effectiveness of strategies-based vocabulary instruction on English vocabulary learning of postgraduate learners.By the questionnaires and vocabulary tests administered before and after the instruction,the experimental group and the control group were compared to find out whether reading comprehension plus SBI method was more effective than reading only method in postgraduates' English vocabulary learning.

The Application of Genre- based Pedagogy in College English Reading and Writing Instruction

The genre-base pedagogy is based on genre and genre analysis theories. It provides a new direction to improve the teaching effect of College English reading and writing. This paper analyzes the notion of genre, highlights genre analysis and genre-based pedagogy for its advantages in language teaching, clearifies the relationship between reading and writing, and then presents a sample class which adopts genre-based pedagogy to textbook-based College English reading and writing instruction.

Building a Web-based EFL Course with Open Source CMS in Vocational Colleges

Aiming to solve the existing problems with the Quality Course,an EFL online course is developed with an Open Source Course Management System(CMS).The principles and strategies of designing and constructing the course are discussed.The process of developing vocational college students'professional and social competence in the web-based environment is ex plored.Research results show the students are satisfied with the web-based EFL course and the teaching.

On Task-based Syllabus

Task-based syllabus (TBS) is organized around tasks. The basic theoretical foundation of TBS is Krashen's acquisition theory.from the L2 acquisition theory. The characteristic of TBS is focus of process of learning. TBS can improve communicative competence of learners, but it ignores grammar learning and teaching. The application of TBS in China is wide and the author provides an example.

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.

Extraction of Robot Primitive Control Rules from Natural Language Instructions

A support vector rule based method is investigated for the construction of motion controllers via natural language training. It is a two-phase process including motion control information collection from natural language instructions, and motion information condensation with the aid of support vector machine （SVM） theory. Self-organizing fuzzy neural networks are utilized for the collection of control rules, from which support vector rules are extracted to form a final controller to achieve any given control accuracy. In this way, the number of control rules is reduced, and the structure of the controller tidied, making a controller constructed using natural language training more appropriate in practice, and providing a fundamental rule base for high-level robot behavior control. Simulations and experiments on a wheeled robot are carried out to illustrate the effectiveness of the method.

Linking Real-Life Situations with Classroom Assessment: Development of Real-Life Performance-Based Tasks in Business Mathematics

This study aimed to develop real-life performance-based tasks in Business Mathematics (RLPBTs) following the ADDIE’s model of instructional development. Using the descriptive-developmental research design, the study developed RLPBTS with mathematics experts, mathematics department head, bank manager, mathematics teachers, and students as respondents. The RLPBTs consist of instructional plans. Each instructional plan has these components: Introduction, Learning Competency, Learning Outcome, Task Execution, Scoring Guide, and Generalization. The design and content of the instructional plans were assessed as very good. On the other hand, the design and execution of the Tasks were assessed as favorable. Grade 11 students also agreed that real-life performance-based tasks helped them understand better concepts in business mathematics. They claimed that they enjoyed the tasks because of the inclusion of real-life situations that they simulated. The use of the RLPBTs provides another innovation in the teaching and learning concepts in Business Mathematics.

Online Case Based Self-Study Modules as an Adjunct Learning Tool in Otorhinolaryngology: A Pilot Study

Background/Need for innovation: Undergraduate students in Otolaryngology are on the lookout for easy modes of learning which can help them understand concepts better as well as score more in examinations. A need was hence felt to introduce a new learning resource to supplement traditional teaching-learning methods. Methods: Digital, case based self–study modules were prepared using all open source technology and validated by experts in the specialty. The modules were uploaded on a website specifically created for the purpose. They were pilot tested on twenty consenting third year undergraduate (MBBS) students using a crossover design. Post test comprising of multiple choice questions was administered to the students after a period of two weeks. Feedback was obtained from faculty and students. Results: Test scores were found to be significantly higher amongst students who used the learning modules as a supplement to regular bedside teaching (p < 0.001;Wilcoxon signed rank test). Majority of students agreed that the modules helped them gain confidence during internal assessment examinations and would help revision. Conclusions: Online, case based, self-study modules helped students to perform better when used as a supplement to traditional teaching methods. Students agreed that it enabled easy understanding of subject and helped them gain confidence.

基于OBE教学理念的中药鉴定学教学设计与教学评价研究

该研究基于学习成果为导向的教育理念,以宁夏医科大学在线学习平台中药鉴定学课程网站为平台,以实现“传统课堂+在线学习平台+实践”三位一体的中药鉴定学在线开放课程建设为目标,根据课程内容,构建课程讲义、理论教学视频、实践操作视频、执业药师考试真题和技能大赛等系统性、整体性特点的教学资源,进行课程建设。引导学生线上自学,实施线上/线下混合式教学。在知识与实践结合的过程中,将实际中可能遇到的问题进行模拟、讨论,既培养学生合作精神,又锻炼学生灵活运用的能力。

基于Comsol软件的电磁兼容课程案例式教学设计

该文介绍基于Comsol软件的电磁兼容课程案例式教学方法。通过案例教学和仿真,学生将理论知识应用于实际问题,深入理解电磁兼容的概念和原理。通过仿真案例的可视化结果,学生直观地理解电磁辐射和传导,观察不同参数对电磁兼容性的影响。结果表明,仿真案例具有直观性和可视化等优势,同时又有简化模型、缺乏实际操作经验和对计算机的依赖等局限性。在设计仿真案例时,要充分发挥其优势,规避不足,为学生的学习提供实践性、直观性和灵活性,培养学生的工程设计与研发能力。

TBL与工作坊整合教学法在妇科肿瘤学临床教学中的应用

目的探索适合于提高妇科肿瘤学临床教学质量的综合教学策略。方法将昆明医科大学2020级临床医学专业本科生78人随机分为对照组(n=38)和研究组(n=40)。采用基于团队学习(TBL)和工作坊(WS)的“3+2”教学模式。通过预习准备、知识应用考核和课后调查等分析教学效果,促进医学生临床思维的培养。结果与传统教学方法相比,TBL+WS教学组的学习成绩更好,课前测验和期末考试成绩更显著[分别为(17.53±6.15)分和(76.81±5.10)分,P<0.001];课堂教学质量问卷的8个维度中,教学质量维度最高(97.5%),且更多学生认为该模式对培养临床思维和拓展新知具有积极作用。结论这种整合式教学策略有利于提高妇科教学质量和拓展学生的临床思维。

主题探究式耕读教育实践教学体系的构建与实践

分析了我国涉农高校开展耕读教育的背景与现状,提出基于目标导向构建耕读教育实践体系与模式,遵循教育原理、农事规律与校本实际设计了主题探究教学内容,根据系统观建立了高校耕读教育完整实践体系。介绍了华南农业大学面向涉农专业、非农科专业实施耕读教育实践的具体举措,主要包括整合全校资源建设10个耕读教育训练站,构建10门主题探究式耕读教育A课程,设置47个训练项目组成耕读教育B课程等,通过10年教学实践,培养了大批高素质新农科人才,取得了一系列育人成效。