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.

A Research on Academic English Teaching Mode From the Perspective of CBI

Content-based instruction(CBI)effectively combines language skills with subject.According to CBI teaching concept,teachers can improve students’academic English ability by effectively designing academic English classroom activities.In this paper,the author tries to integrate the teaching idea of CBI in the course of academic English teaching,so as to cultivate students’ability to communicate in academic English.

A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students

This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted in a public high school in Ecuador.Seventy students enrolled in the second year of senior high school participated.One in-service teacher taught the EFL classes during the process of intervention(10 weeks),and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets.The students were administered grammar pretests and post-tests in order to assess their grammar knowledge.The results of the tests showed a significant difference in the scores in favor of the inductive approach.After the statistical analysis of the data obtained from the tests and observation sheets,we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.

Direct Approaches in L2 Instruction:A Turning Point in Communicative Language Teaching?(Ⅰ)

In 1990 Richards argued that there were two major approaches to teaching speaking skills,an indirect approach,"inwhich conversational competence is seen as the product of engaging learners in conversational interaction"(p.76),and a direct approach,which"6involvesplanninga conversational programme around the specific micro skills,strategies,and processes that are involved in fluent conversation"(p.77).

Exploration and Application of a Blended English Teaching Mode in Military University Based on Production-Oriented Approach

Aiming at solving the problems of outdated mode and single method of English teaching for sergeant students,as well as the separation of learning and applying in traditional English classes,this paper proposes a blended teaching mode guided by the production-oriented approach,carries out feasibility analysis,designs teaching activities according to the output-driven hypothesis,and tests the effectiveness of this teaching mode in Sergeant English class through practice.It has proved that this teaching mode can effectively stimulate students’motivation and interest in learning English,improve their English output and enhance their learning confidence,and significantly improve the teaching effectiveness.

A practical exploration of primary school Chinese Writing Teaching based on experiential teaching approach--"Underwater World" as an example

In language teaching,the development of writing skills is an important and challenging teaching task.Writing performance is not only related to the vocabulary and syntax that students usually accumulate,but also involves richness in terms of content,which is related to students'experience and perception of context.Descriptive essays are one of the writing genres that include specific understanding and perception of space,time,and context.However,in traditional writing instruction,students usually do not have the opportunity to have a deeper sense of the context of the topic.As a result,students usually have limited expression in the writing process.Therefore,this study explores the application of experiential teaching method in teaching writing in elementary schools by taking the"underwater world"as an example.Based on this,an SVVR learning system was developed and a quasi-experiment was conducted in an elementary school writing classroom to compare the learning effects of this method with those of traditional teaching methods.The results of the study showed that the SVVR-supported experiential teaching method could improve students'writing performance as well as their sense of self-efficacy and self-efficacy.

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.