Research and Discussion on Flipped Classroom Combined with Case-Based Learning in Pharmacoeconomics Teaching

Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selected as the study subjects,and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case.The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students.After the course,questionnaires were distributed through the Sojump platform to evaluate the teaching effect.Results:The results of the questionnaire showed that 85.71%of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative,and improving the comprehensive application ability of the knowledge of pharmacoeconomics.92.86%of the students think that it is conducive to the understanding and memorization of learning content,as well as the cultivation of teamwork,communication,etc.Conclusion:Flipped classroom combined with case-based learning teaching method can improve students’knowledge mastery,thinking skills,and practical application skills,as well as optimize and improve teachers’teaching levels.

Application of Case-based Teaching Based on Flipped Classroom in C++

Among programming languages,C++programming language is relatively difficult to learn.In order to help students learn C++language better,two solutions is proposed in this paper.The first solution is to introduce the idea of flipped classroom into C++teaching.Because of the many difficulties in C++,students can watch and discuss with their classmates anytime and anywhere through the video explanation of the flipped classroom.Teachers explain the key points and difficulties in offline classrooms,which will help students quickly master C++knowledge points.The second solution is to design a case based on a real project and then integrate the case into daily C++teaching.In this way,students can quickly transition from the level of knowledge mastery to the level of knowledge application,which helps to cultivate students’coding ability based on real project.

Communicative Approach to English Language Teaching

<Abstuact>Communicative approach in English language teaching(ELT) is frequently discussed and debated.It is believed by many linguists and teachers to be an effective methodtosolvesomeoftheteachingandlearningproblems.Thispapergivesacomprehensiveaccountoftheapproach.ItpresentstheadvantagesofcommunicativeapproachintheteachingofEnglishlanguageandhowtoapplyitbymeansofclassroomactivities.ItsuggeststhatEnglishteachersshouldconductfurtherresearchtoremedytheshortcomingsinEnglishteaching.

Inspiration of cognitive approach on foreign language teaching

In recent years, the college English teaching reform has been increasingly deepened. The study of the relationship between cognitive approach and foreign language teaching is undoubtedly instructive not only to guarantee the quality of foreign language teaching but also to improve learners＇ foreign language proficiency. In this essay, the author expounds the development of cognitive approach and some relative teaching principles, on which basis the author puts forward some specific practices in foreign language teaching.

Application of Lexical Approach to Teaching of Business English Correspondence

Because of poor vocabulary, improper use of lexis, and interference of first language, it is difficult for students in voca-tional school to learn Business English Correspondence well. Business English has close relations with lexical chunks, whichmakes it necessary to apply lexical approach to teaching of Business English Correspondence. This paper intends to explore its the-oretical foundations and emphasize how to apply lexical approach to teaching of Business English Correspondence in vocationalschool.

On the Application of Task-based Language Teaching Approach to English Phonetic Teaching

Task-based language teaching approach(TBLTA), which lays stress on "learning by doing", gained increasing popularity in English teaching in recent years. The design of phonetic teaching calls for more emphasis from English educators since it is one of the basic rounds of English teaching. This paper made a trial on the utilization of TBLTA in the English phonetic teaching context and designed a TBLTA model for English phonetic teaching based on discussions about model and merits of TBLTA.

Task-Based Approach in Language Teaching

During recent years,some notions about tasks have been considered as the major part of analysis in different teaching approaches and teachers are being more interested in the use of taskbased approach both in foreign and in second language teaching.The main goal of this article is to introduce and discuss some major principles of task-based language teaching and indicates how teachers can apply them in their curriculum.

The Analysis of Lexical Approach in Language Teaching

I.IntroductionThe study of the.lexical approach focuses on the understanding ofa lexical-grammatical unit,which was called lexical phrase by Nattinger and Decarrieo and was called chunks by Michel Lewis.It is a multi-word unit of varying lengths,which has a fixed orrelatively fixed structure and expresses a certain meaning.It is prefabri-cated and frequently used.As a language teacher I think chunks arevery useful in language teaching and the lexical approach is a way of improving my teaching.They make sense in the classroom as they

Functional Orientation and Practice of Inductive and Deductive Approaches to Grammar Teaching in EFL

To solve the ambiguous understanding of Grammar Teaching position,based on explicit grammatical knowledge,this paper discusses the grammar position in EFL,compares both its pros and cons between deductive and inductive approaches,and indicates that grammar teaching by either approach alone has disadvantages,should adopt a combination technique.

Studies of communicative approach and teaching reform on college English

In pace with the constant increase of exchange with other countries, the traditional teaching approach cannot meet the demand of modem education. But the communicative approach conforms to historical trends, focusing on students and developing their overall language ability to handle changes and solve problems. Proceeding from the tortuous course of teaching reform on English, analyzing theories of foreign language approaches and characteristics of communicative approach and researching into its strategies, the author aims to study how to spur teaching reform on college English towards great success.

A Communicative Approach to College English Grammar Teaching and Learning

In response to the misconception that Communicative Language Teaching means no teaching of grammar,it is argued that grammar is as important as traffic rules for safe and smooth traffic on the road.To achieve appropriate and effective communication,a communicative approach to college grammar teaching and learning is proposed.Both teachers and learners should change their attitudes toward and conceptions about grammar teaching and learning;additionally,teaching grammar in the company of reading and writing helps learners learn and acquire grammar in meaningful contexts.

An application of Genre-based Teaching Approaches into the teaching of English reading and writing

There are several teaching approaches being used to instruct the reading and writing teaching, such as the product approach, the process approach and the genre approach. In a long period, the product approach and the process approach dominate the field of writing teaching. With the development of genre and genre-analysis theory, we begin to realize that genre-based approach is effective in improving students ’ reading comprehension and writing. Based on the analysis of the theory and on the present situations of college English teaching and personal teaching experience, the genre-based teaching approach is introduced to the writing and reading comprehension teaching.

The Lexical Approach and College English Teaching in China

Traditionally,language is considered to be a grammar vocabulary dichotomy system,and grammar and vocabulary seem to be independent of each other.This deep-rooted notion is particularly prevalent in Chinese English teaching and learning.Michael Lewis,the author of the Lexical Approach challenged the standard view of dividing language teaching into grammar and vocabulary.He believes that language is grammaticalised lexis,not lexicalized grammar,and lexis is the core of language learning while grammar is subordinate to it.This paper intends to explore its theoretical foundations and emphasize the great significance of the Lexical Approach to college English teaching in China.

Adopting a Discourse Approach to Teaching Speaking

Discourse analysis has established significant foundation in applied linguistics,thus exerting strong impact on language pedagogy.This paper discusses how to apply a discourse approach to teaching speaking.Speaking will be discussed from a syllabus point of view as well as from an activity point of view.The following discussion will mainly center on how a discourse approach to speaking could be adopted in teaching EFL students at tertiary level in China.

All-round Translation Teaching Approach Suitable for Adult Learners of the Open Distance Education

Through the analysis of the characteristics of the adult students in the open distance education and on the basis of constructivism,the researcher tentatively proposed an All-round Translation Teaching Approach under the guidance of the theories of constructivism in order to improve translation teaching of the open distance education.

A Possible Approach to Introduce Word Memorizing Methods into College English Teaching

Words acquisition should be the most decisive and basic part, though modern English education does not take enough attention, especially in college English teaching. A recent survey on the Internet reveals that college students are worrying about their words power very much, eager to find an efficient and effective way. Hence, various modes of word memorizing methods are collected and a brief classification and remark are available. By an overall analysis of those methods, a new approach compromised by different kinds of methods turns out. This new approach completely abides by the philosophy of pragmatism, and every idea with practical use will be introduced to it, e.g. psychology of language and so on.

Situational Approach for Hotel English Teaching in Vocational Colleges of China

Situational Approach has contributed a lot in the language teaching.There are many strengths to justify the use of Situational Approach for hotel English teaching in vocational colleges of China.In this article,firstly,it will discuss some backgroup information of the Situational Approach.Secondly,it will discuss the definition of Situational Approach.Thirdly,it will argue why use the Situational Approach for hotel English teaching in vocational colleges of China.Fourthly,it will point out the disadvantages use the Situational Approach for hotel English teaching in vocational colleges of China.Finally,it will argue that my modified plan for hotel English teaching in vocational colleges of China.

An Empirical Study of Dictogloss Approach in EnglishGrammar Teaching

Traditional test-oriented teaching puts heavy weight on the English learning.The students’implicit English grammar knowledge,which enables the development of their English language ability,was overlooked.In English classroom instruction,researchers and teachers have been attempting to seek efficient and integrative approaches to make English grammar learning effortless and autonomous.Dictogloss is believed to be an effective method which offers teachers and learners an integrative method for second language acquisition(SLA).Dictogloss is a task which motivates language learners to interact cooperatively in small group in order to construct a linguistically acceptable text similar in content and style to one they have previously heard and taken notes on.However,just few empirical studies have been provided so far.Therefore,the author attempts to undertake an experimental research to see whether systematic dictogloss is an effective way in English grammar teaching and whether it is more effective than the traditional PPP Approach(Presentation,Practice,and Production)in English grammar classroom instruction.Based on rationales concerning implicit and explicit grammar instruction and focused task instruction,the study reported a one-semester experiment in which two groups of students(Experimental Group,50 students in total;Control Group,50 students in total)followed the same teaching curriculum except the dictogloss practice conducted in the EG.After training,various forms of data were collected through language tests,questionnaires,classroom observation log and interview.At the same time,SPSS was used to manage,analyze,and display the statistical data collected from the pretest and posttest through descriptive statistics,independent samples t-test and paired sample t-test.Based on the previous research of dictogloss and the related theories,the present researcher analyzed the transcript data.Results of the pretest showed that there is no significant difference in two groups’English proficiency.And the result of the posttest showed that dictogloss approach in classroom grammar instruction plays an important role in promoting the students’participation in the classroom activities and English grammar knowledge learning,especially compared with PPP Approach.Moreover,the result of a survey on students’attitude toward dictogloss demonstrates that English learners view dictogloss as an effective learning device in terms of their English grammar knowledge study.The present study is of practical significance.It is expected that the findings of this study will help foreign language teachers further understand the effect of dictogloss practice and apply dictogloss for pedagogical purposes.Besides,the findings will encourage them to make use of dictogloss as a learning device.Finally,it will shed lights on the implementation and popularization of dictogloss in Chinese English class.

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.

The Application of Cognitive-Functional Approach in College English Teaching

The Cognitive-Functional Approach combines the linguistic views of two major linguistic theories,formalism linguistics and functional linguistics.This approach fully exerts the innate language competence of foreign language learners,help learners to set the language parameter of the target language and explore the rules of target language actively.On the other hand,this approach also advocates the ability of foreign language learners to choose the proper language form in a specific language environment and to train learners'communicative competence.