An Empirical Study of the Influence of Online Learning Behaviors on Learning Outcomes in Blended Teaching Mode—Taking College English Listening as an Example

Blended teaching, which integrates the advantages of online and offline teaching, has become the main direction of higher education teaching reform. In the era of education big data, research on the online learners’ behavior based on data mining has attracted more and more attention from higher education researchers. However, in the field of foreign language teaching, research on the relationship between online learning behaviors and learning outcomes in the blended teaching mode is still at an early stage. Taking the course College English Listening in Zhejiang Yuexiu University (ZYU) as an example, this study conducted a comprehensive data analysis of online learning behaviors of 152 students of ZYU to explore the influence of online learning behaviors on learning outcomes in the blended teaching mode by utilizing Microsoft Excel and SPSS.20 statistic software. The result shows that the number of course login, the quantity and the quality of forum replies, the number of note submission, the quality of the notes, the average score of vocabulary tests, the number of the times of taking listening tests and the average score of listening tests are all significantly and positively correlated with students’ learning outcomes, while the study does not find a correlation between students’ learning outcomes and the number of the times of taking vocabulary tests, the total length of online learning and the length of video viewing. Based on the study results, implications are put forward to give reference for the teaching design and the management of the foreign language blended courses.

Design and Application of Experimental Teaching in Consumer Behavior Courses

This article mainly elaborates on the design and application of experimental teaching in the teaching of consumer behavior.To study consumer behavior,it is necessary to understand their information collection activities before acquiring goods and services,as well as the evaluation and selection of goods,services,or brands.It is also important to pay attention to how they handle products and activities based on their satisfaction after purchasing products or services.In addition,through inquiry experiments,the learning effects of students can be improved,thereby highlighting the significance of inquiry experiments.

Teaching Design of Tourism Management Based on Information-based Teaching Method:A Case Study of Selection of Hotel Construction Site

Taking the knowledge points of hotel construction site selection as an example,this paper integrated the information-based teaching method with traditional classrooms.With the aid of virtual reality(VR)technology,the information-based teaching can turn the abstract knowledge into vivid knowledge.Using the Rain Classroom platform,teachers can communicate with students in a better manner.Combined with the powerful spatial data analysis function of geographic information system(GIS)software,it is intended to provide new ideas and perspectives for the effective integration of traditional teaching classrooms and information technology,and effectively apply them to the practical teaching process.

On Teacher's Teaching Behavior Based on the Strategies

Teacher’s teaching behavior refers to dominant behavior and invisible behaviors conducted by teachers during the process of teaching.English course is helpful to the progress of humanistic literacy,the improvement of national quality and raise our general national strength,so the teacher’s work is very important in the teaching process.And then teacher's teaching behavior has a vital effect on their English learning.Therefore,the thesis analyzes teacher's teaching behavior based on the strategies.

On the relationship between college English teachers＇ beliefs and their teaching behaviors

Based on the questionnaires and interviews on 19 college English teachers of a university in Beijing, the paper discusses college English teachers＇ beliefs. Through the analysis of research results, the paper focuses on the following questions： （1） What are the core beliefs of college English teachers？ （2） What influence will the teachers＇ beliefs exert on teaching behaviors？ （3） Will the teachers＇ beliefs change？ If the answer is YES, how will they change and what is the source of the changes？ The exploratory results and findings can help college English teachers realize the importance of teachers＇ beliefs, through which can help them improve their teaching practices and foster their professional development.

Effect of Teaching Behavior on Study Motivation in Generative Teaching

Teaching behavior plays a vital role in students’study and has a great effect on their academic achievement.Study motivation is one of key essentials for students to focus themselves on their study.As a teacher,how to arouse students’motivation and inspire students to study actively is a critical teaching behavior.How to change default teaching into generative teaching is also one of necessary teaching behaviors in English teaching.This paper will illustrate what measures should be taken and what principles should be followed in generative teaching.

A Study on the Effects of English Teachers' Nonverbal Behavior on the Classroom Teaching in Higher Vocational College

The two main communications between the teacher and students in the classroom teaching are teachers' verbal and nonverbal behavior. The teachers teach students knowledge in words and convey a large amount of information using nonverbal behavior. These nonverbal behavior exert a subtle influence on the students, thus affect the classroom teaching. The English teachers' classroom nonverbal behavior in a higher vocational college in Gansu province was investigated through questionnaires. The results indicate that the teachers' behaviors affect the different aspects of students and then influence the effectiveness of teaching on English classroom teaching in higher vocational college.

Brief Probe into College English Teachers' Phonetic Teaching Beliefs and Behavior

Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it is still a weakness in English teaching because of the multifarious and complicated factors.A large numbers of research papers indicate that teacher is the leader and organizer of teaching activities,he or she dominants the whole process of pronunciation teaching.For example,they make decisions,design and reform the content of teaching in the classroom.What's more,teacher's beliefs can influence their teaching behaviors more than their professional knowledge,namely,teacher's phonetic teaching beliefs influence their phonetic teaching behaviors deeply.This study aims at finding out about teachers'beliefs of phonetic teaching and casting some light on the relationship between teachers' phonetic teaching beliefs and behaviors,and the causes for their inconsistency if any.

Teach-back健康教育对老年慢性阻塞性肺疾病患者心理状态、疾病知识认知水平及遵医行为的影响

目的探讨老年慢性阻塞性肺疾病(COPD)患者中实施Teach-back健康教育对患者心理状态、疾病知识认知水平,及遵医行为的影响。方法选择2021年12月至2023年5月在南京医科大学附属老年医院诊治的88例老年COPD患者,采用随机数字表法将其分为两组,各44例。常规组行常规健康教育。干预组行Teach-back健康教育。两组干预均实施至患者出院,出院后随访5个月。观察两组干预前后心理状态[医院焦虑抑郁-焦虑分量表(HAD-A)、医院焦虑抑郁-抑郁分量表(HAD-D)]、疾病知识认知水平,及遵医行为变化情况。结果干预前,两组HAD-A、HAD-D评分比较,差异无统计学意义(P>0.05);干预后,干预组HAD-A、HAD-D评分均低于干预前,且干预组低于常规组(P<0.05),常规组HAD-A、HAD-D评分与干预前比较,差异无统计学意义(P>0.05)。干预前,两组疾病知识认知评分比较,差异无统计学意义(P>0.05);干预后,两组疾病知识认知评分高于干预前,且干预组高于常规组,差异有统计学意义(P<0.05)。干预前,两组遵医行为评分比较,差异无统计学意义(P>0.05);干预后两组遵医行为评分均高于干预前,且干预组高于常规组(P<0.05)。结论老年COPD患者中实施Teach-back健康教育,优势明显。

Behavior——oriented Teaching Method and English Curriculum Reform of Vocational Education

This thesis introduces the Behavior-oriented teaching method and the principles of curriculum reform in Vocational English.It mainly discusses the application of behavior oriented teaching method in the reform of Vocational English Education,and refers problems and suggestions.

Make Full Use of Nonverbal Codes in Teaching ESP Students

Based on Larry A. Samovar’s theory and combined with my own teaching practice, this essay mainly analyzes four nonverbal codes: body behavior, silence, seating and personal space in teaching ESP students. Meanwhile, it also provides suggestions on how to make full use of them so as to direct, stimulate and encourage students in classroom activities.

The Relation between Sociocultural Theory and Teaching Methods

Up to now,it has been learned so many theories about second language acquisition (SLA),namely behaviorism theories,innatism theories,psychological theories,and interactionist theories.Among these theories the interactionist theories especially Vygotsky's sociocultural theory is most in line with the real teaching philosophy.

Study on implementing constructivism teaching concept of British-American Literature Teaching

Due to the influence of traditional teaching concepts, teaching practice of English and American Literature, perfusion teaching model has been relatively common, students tend to become a vassal and object of teaching, criticism and independence have been suppressed. Constructivist teaching concept is raised by drawbacks of traditional teaching. Starting from the reflection of the traditional teaching of English and American literature, propose the external study to explore multiple perspectives and to define the center to teach learning-centered teaching concept, and thus analysis the reform method, direction and specific implementation methods of current English and American Literature teaching, hoping to affect the current British and American Literature Teaching reform.

A Case Study of the Teaching Methods of "Tourism English"

This paper explores the teaching methods of Tourism English in Tianhua College.The teacher adopts both behaviorist and constructivist teaching methods in the experimental teaching for continuous three weeks.After the teaching experiment,questionnaires and interviews were done to find the result of the teaching effect.Both teaching methods are not perfect.The paper concludes that each method has its advantages.The most favored implementation should be a combination of both.We need to make the best of their advantages and avoid their weaknesses in order to achieve the best teaching effect.

Teach-back健康教育模式对老年高危压力性损伤病人认知行为及生活质量的影响

目的:探讨Teach-back健康教育模式对老年高危压力性损伤病人认知行为及生活质量的影响。方法:选取2018年5月—2020年6月我院收治的116例老年高危压力性损伤病人为研究对象,采用随机数表法将其分为对照组和试验组,各58例。对照组给予传统健康教育模式,试验组在对照组的基础上采用Teach-back健康教育模式,观察比较两组健康教育效果。结果:两组干预前认知评分、行为评分比较,差异无统计学意义(P>0.05);干预后,试验组认知评分、行为评分、生活质量评分及护理满意度均高于对照组,差异有统计学意义(P<0.05)。结论:对老年高危压力性损伤病人实施Teach-back健康教育模式,能提升病人认知行为能力,提高病人生活质量和满意度。

Analysis on the Status Quo and Paths of Informatization Teaching Ability of Teachers in Rural Primary and Middle Schools in Hotan Area

This study conducted an in-depth analysis of the informatization teaching ability of teachers in rural primary and secondary schools in Hotan area through the literature method and questionnaire survey method.The investigation is mainly conducted in the aspects of teachers’informatization awareness,teachers’informatization ability,informatization application status,and existing problems,etc.,analyzing the constraints existing in the informatization teaching of rural elementary and middle schools teachers,and making targeted improvements Strategies for teachers’informatization teaching ability in rural elementary and middle schools:raising awareness of informatization teaching;informatization teaching training;informatization evaluation system;establishing a systematic and complete management system.

IMB模型联合Teach-back健康教育在冠心病经皮冠状动脉介入术后患者中的应用效果

目的 观察信息-动机-行为模式(IMB)模型联合Teach-back健康教育在冠心病患者经皮冠状动脉介入术后的应用效果。方法 选取2019年4月至2020年12月安徽省阜阳市人民医院进行经皮冠状动脉介入术的冠心病患者60例为研究对象,依据随机单双数法将其分为对照组与研究组,各30例。对照组行常规Teach-back健康教育,研究组在对照组的基础上行IMB模型的健康教育。干预3个月后,比较两组遵医依从性,两组干预前后的健康知识认知状况及生存质量。结果 研究组遵医依从性优于对照组,差异有统计学意义(P<0.05);干预后,两组疾病诱因、急救处理、干预药物、术后注意事项、并发症、运动管理、饮食管理得分高于干预前,且研究组高于对照组(P<0.05);干预后,两组心绞痛发作程度、疾病认知程度、躯体受限程度、心绞痛稳定性、治疗满意度评分高于干预前,且研究组高于对照组(P<0.05)。结论 IMB模型联合Teach-back健康教育干预措施在冠心病患者经皮冠状动脉介入术后应用可显著提升其依从性及健康知识了解状况,同时能改善其生存质量,值得推广应用。

大语言模型背景下土力学课程教学方法探讨——以交通工程方向研究生课程教学为例

基于开放式人工智能的大语言模型在提升知识获取效率方面表现出巨大潜力,同时也给传统的教学方法、学习及考核方式带来挑战。相较于本科生,研究生需要面向工程前沿,指向学术前沿,其培养目标更侧重于对知识的综合运用,培养方式也具有相对更高的开放性。综合以上两方面的发展需要,该文基于交通工程方向研究生的土力学课程教学实践,围绕新时代的育人和教育发展目标,探讨土力学课程教学的专业特色内容、教学方法、师生互动和围绕立德树人根本任务的举措。

研究生课程学习行为投入动机差异及其影响分析

基于对研究生课程教学质量的调查数据显示,不同学习动机的研究生其学习行为具有明显差异,性别、学位及学科门类等基本特征也影响不同学习动机的研究生学习行为;具有内在学习动机的研究生学习行为更加有活力度、专注度和奉献度,而具有外在学习动机的研究生其各项学习行为均偏弱;其中对于学习的反思与批判行为是所有研究生学习行为的较弱项,尤其博士研究生更低;女性研究生的各项学习行为值均稍低于男性,尤其反思和批评行为。研究建议应提高研究生学习内在动力,培养学生批判和反思能力,鼓励研究生勇于质疑且正确评价,教师应改变教学内容和方法,形成讨论和研究氛围,博士生更应注重反思性、批判性、评价性等高阶学习过程,同时,大学应建立长效研究生学习投入及满意度调查机制。