Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.

Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

Research on the Cultivation of Intercultural Communication Ability in College Foreign Language Teaching under the"Belt and Road"

With the continuous deepening of the “Belt and Road” initiative, frequent international economic and cultural exchanges have alsoplaced new demands on the language and cross-cultural communication capabilities of Chinese university students. In this way, themeaning of intercultural communication is summarized, and the dilemma of cross-cultural teaching in foreign languages isdiscussed from the aspects of students' learning motivation. Finally, combined with the current situation of cross-cultural teaching,from the enthusiasm of mobilizing students' language communication, this paper puts forward the strategy of cultivating foreignlanguage classroom intercultural communication ability under the new situation, which provides reference and theoretical basis forimproving university foreign language cross-cultural teaching.

Teacher' s Expected Role in Applying TBLT Method to Foreign Language Teaching

TBLT method is an influential approach which is based on the use of tasks as the core unit of planning and instruction in language and teaching,.Thus it calls for teachers expected responsibility in order to be applied well in foreign language teaching.Here based on the principles of TBLT,teachers' expected roles are discussed.

（Re）Constructing Pedagogical Knowledge in English as a Foreign Language Teacher Education Courses

English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.

On Teacher Talk in ELT Classroom Teaching

Teacher talk (TT for short) in China's ELT (English as Foreign Language Teaching) classroom teaching refers to the speech that the teacher uses to speak to students when the teacher undertakes teaching tasks and spread knowledge. This article will firstly introduce teacher talk briefly and then analyze some strategies with regard to TT with the ultimate purposes of illustrating how effective teacher talk contributes to the good relationship between teacher and students in ELT classroom.

The Development and Practice of English teaching in Science and engineering college

With the deepening reform and education system, teacher development is increasingly being taken seriously. Teachers＇ professional development ability is related to the overall level of higher education. For science and engineering colleges, the traditional light text is serious on a weight management, science and engineering university foreign language teacher development is severely limited. In this view, I try to start from the theory of teacher development, combined with the actual characteristics of the University of Science and Engineering, University of Science and Engineering is to expLore the implementation of foreign language teachers＇ professional development path.

INTEGRATING INTERNET INTO FOREIGN LANGUAGE TEACHING—WHAT DECISION SHALL I MAKE AS A COLLEGE ENGLISH TEACHER IN CHINA?

Recent years have found great interest and practice inintegrating lnternet into foreign language teaching.Yet it can beseen that using lnternet in language teaching has both its prosand cons.This paper examines both its advantages anddisadvantages as a hypertextual source of information and ameans of communication,and meanwhile focuses on itsfeasibility and practicality in language classroom.

外语专业研究性课堂教学模式探索

广义的研究性教学应用于外语专业课堂教学,以思维能力培养为核心,辐射推动学生的内驱力、自主力、合作力以及创造力,能够实现学生的可持续成长,更好促进外语专业拔尖人才培养。在课堂教学设计中,基于教师课前阶段的教材分析与评估而重组教学材料,“以研究为导向”,引导学生培养问题意识,在预习中通过联想学会如何提出问题;“以研究为基础”,在课中阶段融入类比集思的思维训练活动,对师生提出的问题展开对话、讨论与探究,通过聚合性思维做出判断,学会解决问题;还要“以研究成果为导向”,通过课后阶段的反思发现教学中的问题,找到教学研究课题,由此带来知识生产。

“双师型”外语教师教学能力发展的逻辑理路及推进策略

“双高计划”建设对高职外语教师的“双师型”发展提出了新要求,基于高职外语教师教学能力发展的逻辑基点,探索厘清“双师型”高职外语教师教学能力的发展纬度,从教学活动领域、组织管理领域、专业能力领域研究分析教学能力核心要素,提出推进“双师型”外语教师教学发展策略,通过制度赋能、平台搭建、构建学研共同体、激发自我发展自觉等方式引领高职外语教师实现“双师型”全面发展。

对跨文化外语教育中文化自觉培育路径的探析

外语教育承载着培养文化自觉的责任和使命,探索跨文化外语教育中文化自觉培育的有效路径对落实“立德树人”的根本任务具有深远的意义。文化自觉的内涵及其与外语教育的内在互通性,阐释跨文化外语教学对文化自觉培育的价值意蕴,秉持“以文化人、以文育人”的教育原则,从教育理念、教育内容、教育方法及教育载体等方面探索文化自觉培育的有效途径,探究发挥外语教育文化育人功能的有效策略,通过知识传授、能力培养和价值观塑造,培养具有较强文化自觉意识和跨文化交际能力的专门人才。

高校外语信息化教学的现实困境与提升路向——以菏泽学院为例

以ChatGPT为代表的信息技术飞速发展,给外语教学带来冲击。高校外语信息化教学面临着现实困境。影响外语信息化教学的既有外部因素,也有外语教师自身的问题。提升外语信息化教学水平,需要教育主管部门完善信息管理制度;高校重视技术培训,强化考核体系;外语教师提升信息素养意识,创建信息素养共同体,构建教学反思机制,三方的共同努力是提升信息化教学的有效路向。

教师手势语对提高课堂教学效率的作用探究

手势语不仅可以作为一种交流方式传递情感,更可以作为一种教学手段营造良好的课堂教学氛围,以此来突破教学效率低下的瓶颈,在提升教学效率的同时提高教师的教学能力,推进教学质量的提升。教师应利用好手势语的教育示范性、有意控制性、自我创造性,充分发挥其对学生的信息引导、情感交流、情境建构、文化象征作用,并利用其影响自身的大脑思考,反映思维,增强教学自信,提高创造力和想象力。

大学外语教师教研融合:现状分析与提升路径

对国内大学外语教师教学与科研融合的相关文献进行了综述,总体上深入的理论探讨和实证研究较为匮乏,较少提出教研融合的具体策略和措施。基于此,在东北某高校外国语学院实施了一次问卷调查,发现大学外语教师对教学和科研的关系认识基本到位,但面临多重压力。建议从提升大学外语教师对教学与科研的认识、提高教师的教学与科研能力、加强教研融合的团队建设、优化教学与科研的评价机制等方面加以改进。

新型军事人才军事外语能力培养研究

加强我军官兵的军事外语能力培养,是遂行多样化军事任务的使命要求。军事英语课程是为培养学员运用英语执行对外军事合作交流而开设的一门实战型、通用化、创新性课程。教学团队从重构教学知识体系、优化核心专题设置和加强现实问题研究等方面构建军事英语实战化教学内容,从教学场景、演练平台、教学资源等环节加强实战化教学条件建设,基于中外联演、维和行动等真实任务开展“四位一体”项目式教学,有效提升了军事英语教学质效,为培养新型军事人才军事外语能力作出了积极探索。

数字化理念下外语教师课程思政教学能力的培养对策

教育数字化是我国教育发展的战略方向,它是应对国际竞争的需要,也是社会对高质量教育的迫切需求。外语教育对于培养具有家国情怀和国际视野、坚定文化自信人才的重要途径,同时也是实施外语课程思政的重要内容与路径之一。应用数字化技术为外语教学创新注入新元素,促进思政教育融入外语教学各个环节,使外语教学更具互动性,推动实现立德树人的目标。为此,外语教师需要适应新的教学理念和技术手段,不断创新教学方法,培养学生的语言能力和跨文化交际能力。

高职院校外语教学中跨文化交际能力培养策略

不同国家间的文化差异使高职院校外语教学难度增大,增强学生跨文化交际能力是我国在全球化发展阶段的必然举措。故高职院校外语教学需突破语言人才培养瓶颈,注重增强学生的跨文化交际能力,以此为主要改革目标,在明确外语教学中培养学生跨文化交际能力的价值后,明确培养原则。从教学素材、教师观念、教学模式三方面入手,推动高职院校外语教学改革,以提升学生的跨文化交际能力。

高校外语教师课程思政教学能力现状调查——以江西省高校为例

该研究基于“素质洋葱模型”理论框架并采用德尔菲法将高校外语教师课程思政教学能力分成五个维度,编制了针对外语教师课程思政能力现状、影响因素和提升策略的调查问卷。结果表明:(1)高校外语教师的课程思政教学能力总体情况良好,在师德育人和教学技能方面较为突出,知识结构和科研素养则相对薄弱;(2)年龄、教龄和职称对高校外语教师课程思政教学能力有显著影响;(3)教师在提升课程思政教学能力方面主要依赖主动学习政策、指导纲要、参加培训和课程建设项目。基于以上发现,研究进一步提出从教师个人发展策略和外部环境优化策略层面提升高校外语教师课程思政教学能力的相关措施。

新文科背景下外语专业学生创新能力培养的逻辑生成——基于非标准答案考核视角

外语专业学生的创新能力培养饱受诟病,这在新文科建设这一背景下尤为突出。基于非标准答案考核视角,探讨新文科背景下外语专业学生创新能力培养的逻辑生成,有助于为解决这一长期困扰外语界的问题提供新的路径。研究表明,外语专业学生创新能力培养的理论逻辑表现为非标准答案考核知识转化要求;外语专业学生创新能力培养的运行逻辑体现在非标准答案考核统筹协作要求;外语专业学生创新能力培养的评价逻辑则是非标准答案考核自我探索要求。

高校外语教学中学生跨文化交际能力培养路径研究

在高校外语教学中,培养学生的跨文化交际能力成为一个迫切的任务。跨文化交际能力不仅关乎个人的语言水平和人际交往能力,更关系到国家与国际社会的交流与合作。因此,研究高校外语教学中学生跨文化交际能力的培养路径具有重要的理论和实践意义,围绕高校外语教学中学生跨文化交际能力的培养路径展开研究,阐述了跨文化交际能力在高校外语教学中的重要性,分析了跨文化交际能力构成要素,提出高校外语教学中学生跨文化交际能力培养存在的问题,针对存在的问题提出了高校外语教学中学生跨文化交际能力培养的路径,希望能够为相关人员提供参考。