A Preliminary Study on the Teaching Evaluation Language of Art Teachers in Rural Middle Schools

Teachers'teaching evaluation language is an important part of art class teaching,which can directly affect students'interest in art class.Taking the teaching evaluation language of rural art teachers as the research object,this paper analyzes the main problems existing in teachers'teaching evaluation language through questionnaire survey,case analysis and interview.This paper puts forward some improvement strategies for teachers'teaching evaluation language from the aspects of management,concept and use,so as to provide some reference for junior middle school art teachers'teaching evaluation language.

Foresights, Expectations and Implications of China＇s Foreign Language Proficiency Scaling and Rating Framework

Referring to the well established foreign language proficiency evaluation scale frameworks such as the CEFR （Common European Framework of Reference for Languages） in Europe and ILR （The Interagency Language Roundtable） scale in the United States, Chinese language education authority is dedicating great efforts to the contruction of the Chinese targeted and tailored national proficiency evaluation system. This initiative will tremendously subvert the traditional language learning and testing mechanism, bring phenomenal transformations and innovations to the future language learning and teaching approaches and methodologies, and meanwhile impose great influence on the language concerning administration and profession.

Teaching Chinese sign language with a smartphone

Background There is a large group of deaf-mutes worldwide, and sign language is a major communication tool in this community. It is necessary for deaf-mutes to be able to communicate with others who are capable of hearing, and hearing people also need to understand sign language, which produces a great demand for sign language tuition. Even though there have already been a large number of books written about sign language, it is inefficient to learn sign language through reading alone, and the same can be said on watching videos. To solve this problem, we developed a smartphone-based interactive Chinese sign language teaching system that facilitates sign language learning. Methods The system provides a learner with some learning modes and captures the learner's actions using the front camera of the smartphone. At present, the system provides a vocabulary set with 1000 frequently used words, and the learner can evaluate his/her sign action by subjective or objective comparison. In the mode of word recognition, the users can play any word within the vocabulary, and the system will return the top three retrieved candidates;thus, it can remind the learners what the sign is. Results This system provides interactive learning to enable a user to efficiently learn sign language. The system adopts an algorithm based on point cloud recognition to evaluate a user's sign and costs about 700ms of inference time for each sample, which meets the real-time requirements. Conclusion This interactive learning system decreases the communication barriers between deaf-mutes and hearing people.

Project-based Learning （PBL） for Enhancing Chinese College Students＇ English Performance

Project-based learning （PBL） as an instructional approach focuses on student-centeredness through contextualizing learning by presenting students with real world issues and practices that aim at achieving enduring learning effects. As a challenge to traditional lecture-based instruction, PBL may generate positive backwash assessment effects via documenting the process of developing authentic language skills. These skills-oriented outcomes are achieved through proper curricula in appropriate learning situations via various dimensions. However, problems may occur such as management, pressure from administration, evaluation doing their selected projects. teacher/student attitude, class size and proper group process and criteria, and students＇ likely frustrations in