Currently,a growing number of educators are aware of the need to look for new approaches to replace the"spoon-feeding"method.Therefore,the context-based strategy began to emerge.This study aims to investigat...Currently,a growing number of educators are aware of the need to look for new approaches to replace the"spoon-feeding"method.Therefore,the context-based strategy began to emerge.This study aims to investigate how students derive information through contextual clues by examining the progress of Chinese middle school EFL students in terms of word recognition.The participants of this study included 20 eighth grade students from the same middle school.The participants sat for two different quizzes:a contextual vocabulary quiz(quiz A)and a direct instruction quiz(quiz B).In quiz A,the participants inferred the meaning of the target words from the example sentences,whereas in quiz B,the students utilized the accompanying English explanation to guess other new words.These students were in the experimental and control conditions,respectively.The two quizzes comprised of 15 multiple choice questions(MCQ)which differentiated the participants?word recognition response to two different learning methods.There were two significant findings from this study.First,the results showed that the context-based strategy leads to a better vocabulary learning performance compared to the direct instruction strategy.Second,although it is not as effective as the context-based strategy,the direct instruction strategy may assist EFL learners in remembering words in short term.展开更多
Purpose:This article presents an alternative interpretation of“basic principles”in moral education by reconsidering Dewey’s moral education theory,which has had profound influence on Chinese educational theory and ...Purpose:This article presents an alternative interpretation of“basic principles”in moral education by reconsidering Dewey’s moral education theory,which has had profound influence on Chinese educational theory and practice.Design/Approach/Methods:Through a close analysis of Moral Principles in Education(1909),this study identifies four ideological and logical limitations in Dewey’s moral education theory.Findings:Analysis revealed four limitations in Dewey’s moral education theory.First,although“moral ideas”originate from real life,they are insufficient for developing a fully moral life.Second,the“moral trinity”is an ideal that cannot be fulfilled when exposed to reality.Third,the interpretation of“ideas about morality”needs to extend beyond examinations of their effects on behavior,particularly insofar as these ideas play a complex role in the overall development of individuals.Fourth,simply teaching ideas about morality constitutes the worst practice of“direct moral instruction.”In this respect,best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa.Originality/Value:The distinction between“moral ideas”and“ideas about morality”has long been considered the basic problem of moral education.This study presents another approach to the“basic problem”of moral education that complements and reinforces these concepts.展开更多
文摘Currently,a growing number of educators are aware of the need to look for new approaches to replace the"spoon-feeding"method.Therefore,the context-based strategy began to emerge.This study aims to investigate how students derive information through contextual clues by examining the progress of Chinese middle school EFL students in terms of word recognition.The participants of this study included 20 eighth grade students from the same middle school.The participants sat for two different quizzes:a contextual vocabulary quiz(quiz A)and a direct instruction quiz(quiz B).In quiz A,the participants inferred the meaning of the target words from the example sentences,whereas in quiz B,the students utilized the accompanying English explanation to guess other new words.These students were in the experimental and control conditions,respectively.The two quizzes comprised of 15 multiple choice questions(MCQ)which differentiated the participants?word recognition response to two different learning methods.There were two significant findings from this study.First,the results showed that the context-based strategy leads to a better vocabulary learning performance compared to the direct instruction strategy.Second,although it is not as effective as the context-based strategy,the direct instruction strategy may assist EFL learners in remembering words in short term.
文摘Purpose:This article presents an alternative interpretation of“basic principles”in moral education by reconsidering Dewey’s moral education theory,which has had profound influence on Chinese educational theory and practice.Design/Approach/Methods:Through a close analysis of Moral Principles in Education(1909),this study identifies four ideological and logical limitations in Dewey’s moral education theory.Findings:Analysis revealed four limitations in Dewey’s moral education theory.First,although“moral ideas”originate from real life,they are insufficient for developing a fully moral life.Second,the“moral trinity”is an ideal that cannot be fulfilled when exposed to reality.Third,the interpretation of“ideas about morality”needs to extend beyond examinations of their effects on behavior,particularly insofar as these ideas play a complex role in the overall development of individuals.Fourth,simply teaching ideas about morality constitutes the worst practice of“direct moral instruction.”In this respect,best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa.Originality/Value:The distinction between“moral ideas”and“ideas about morality”has long been considered the basic problem of moral education.This study presents another approach to the“basic problem”of moral education that complements and reinforces these concepts.
