The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the m...The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.展开更多
Cultivating the capacity for autonomy learning is not only the inner need of learners but the final aim of ESL （English as a Second Language） teaching and learning as well. Most researchers concentrate on ESL classr...Cultivating the capacity for autonomy learning is not only the inner need of learners but the final aim of ESL （English as a Second Language） teaching and learning as well. Most researchers concentrate on ESL classroom interaction, learning strategies on autonomy learning, learner autonomy, teacher autonomy, and so on. Little research considers various aspects of autonomous learning meanwhile, let alone how to guide a Chinese college English teacher to cultivate autonomy learners on the basis of relevant findings. It is proved that to promote learner autonomy is an important direction and breakthrough of College English Teaching reform in China. Thus, the paper is intended to offer a series of operational, accessible, and effective suggestions for the development of learner autonomy in China. It is expected hopefully that these suggestions can promote learners to become successful autonomy learners and improve their language learning efficiency.展开更多
At present,the improvement of the quality of higher education and the improvement of the professional ability and comprehensive quality of college students all depend on the education level and discipline professional...At present,the improvement of the quality of higher education and the improvement of the professional ability and comprehensive quality of college students all depend on the education level and discipline professional ability of teachers in colleges and universities.In the new era of educational reform and development,university teachers also need to continuously learn and progress in order to adapt to changes in the educational environment and the update of the knowledge system.Nowadays,the construction and development of the mixed-mode learning community environment is becoming one of the effective ways for college teachers to improve their learning.From the perspective of the significance of autonomous development of college English teachers in the context of mixed-mode learning community,the current situation and other issues,this article expounds the strategies that promote the autonomous development of college English teachers in the context of mixed-mode learning community to improve the professional quality of college English teachers.展开更多
Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequ...Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.展开更多
This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized...This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.展开更多
文摘The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.
文摘Cultivating the capacity for autonomy learning is not only the inner need of learners but the final aim of ESL （English as a Second Language） teaching and learning as well. Most researchers concentrate on ESL classroom interaction, learning strategies on autonomy learning, learner autonomy, teacher autonomy, and so on. Little research considers various aspects of autonomous learning meanwhile, let alone how to guide a Chinese college English teacher to cultivate autonomy learners on the basis of relevant findings. It is proved that to promote learner autonomy is an important direction and breakthrough of College English Teaching reform in China. Thus, the paper is intended to offer a series of operational, accessible, and effective suggestions for the development of learner autonomy in China. It is expected hopefully that these suggestions can promote learners to become successful autonomy learners and improve their language learning efficiency.
基金A Project Supported by Teaching Reform Fund of Hunan Provincial Education Department(2018,No.436)。
文摘At present,the improvement of the quality of higher education and the improvement of the professional ability and comprehensive quality of college students all depend on the education level and discipline professional ability of teachers in colleges and universities.In the new era of educational reform and development,university teachers also need to continuously learn and progress in order to adapt to changes in the educational environment and the update of the knowledge system.Nowadays,the construction and development of the mixed-mode learning community environment is becoming one of the effective ways for college teachers to improve their learning.From the perspective of the significance of autonomous development of college English teachers in the context of mixed-mode learning community,the current situation and other issues,this article expounds the strategies that promote the autonomous development of college English teachers in the context of mixed-mode learning community to improve the professional quality of college English teachers.
文摘Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.
文摘This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.
