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.

The Effectiveness of Group Cooperative Learning Method in Badminton Teaching in Colleges and Universities

In college badminton teaching,teachers utilize the group cooperative learning method,which not only helps to improve students’badminton skill level but also cultivates their teamwork spirit,communication skills,and self-management ability unconsciously.In view of this,this paper mainly describes the significance of applying the group cooperative learning method in college badminton teaching,analyzes the current problems in college badminton teaching,and aims to discover effective development strategies for group cooperative learning method in college badminton teaching in order to improve the effectiveness of college badminton teaching.

Research on Compatible Mode of Self-directed Learning and Cooperative Learning in Blended Teaching of Basic English Course

In the information age,blended teaching,no matter online or offline,has become the mainstream of college teaching reform.In this teaching model,self-directed learning and cooperative learning are the two main learning approaches.On the online teaching platform,students mainly learn knowledge-based content by self-directed learning,while practising their language skills by cooperative learning in flipped classroom activities.On one hand,it advocates student-centered strategy so as to improve students autonomous learning ability;on the other hand,teachers serve as a guide to organize the classroom activities;meanwhile,they give timely feedback to students in order to promote students’learning ability.In blended teaching model,this mutually compatible and reinforcing model of self-directed learning and cooperative learning is undoubtedly helpful to improve the teaching efficiency.

The Impact of Music Education on Children’s Cognitive Development:From Traditional Classrooms to Modern Digital Platforms

Music education has long been debated for its influence on children’s cognitive development,particularly regarding their thinking methods and adaptability.This article synthesizes research data to examine the cognitive benefits of music instruction,including increased IQ,language proficiency,memory,and attention.Traditional face-to-face training,while personalized and socially interactive,faces limitations such as budget constraints and accessibility.Modern digital platforms offer individualized learning paths with AI-driven feedback but may lack necessary interpersonal interaction.This paper proposes a hybrid approach to music education,integrating traditional and digital methods to maximize cognitive gains.Further research is recommended to explore the implementation of these integrated learning strategies in varied educational settings.

Some Applications of the Learning of the Research on Teacher Development in College English Class

Nowadays much concern has been showed on the research of teacher development and an effective way of teacher development, the action research. From the learning of these researches we get clearer that English teaching and learning is a continuous process in which many interrelated and intrinsic factors work together. Furthermore, we know that teachers＇ beliefs on teaching and learning play an important role in class. During the process of learning and teaching, a teacher＇s own learning from relevant books on education and learning helps a lot in increase teachers＇ awareness about English teaching and learning, and improving the classroom teaching. In this paper three effective applications of the results of the research of teacher development are introduced, which shows that a teacher is a decisive factor in the classroom setting and the research and learning about teacher development is useful for a teacher to improve himself or herself as a teacher.

教学做一体化Android应用开发教学改革探索

Android应用开发教学改革,是培养高素质Android应用开发人才的重要保障。在分析了教学中出现问题的基础上,结合课程特点、专业特色以及教学实践经验,提出了一种新型的"教学做一体化"教学模式。从教学基本单元的重构、理论教学、案例设计、开放性主题讨论、课后作业、课程考核方法等环节,进行以能力培养为目标的教学改革探索。实践表明,该教学模式提高了学生的学习兴趣和综合能力,有利于学生创新能力的培养,获得了较好的教学质量。

《Android移动应用开发技术》教学研究

《Android移动应用开发技术》是顺应近年来随着移动技术迅猛发展而开设的一门计算机科学与技术专业中的一门重要的专业选修课,也是一门实践性很强的课程。结合该课程的特点以及大三学生的特点,提出一些合理的教学手段来提高教学效果。

Android开发课程翻转课堂教学模式研究

Android开发课程内容多,实践性强,传统的课堂教学很难有效组织学生学习。Android开发翻转课堂教学模式全过程由问题引导、课前学习、课堂内化、课后固化四个环节组成。翻转课堂教学模式充分利用优质网络教学资源,组织学生课外自主学习。安排项目式任务,在课堂上开发、讨论。Android开发翻转课堂教学模式能激发学生的学习积极性、创造性,满足学生的个性化学习需求,提高教学质量。对于减少教师的重复性劳动,提高教师的综合素质也有积极意义。

Cooperative Learning in FLT Settings in China's Tertiary Education

Cooperative learning is a pedagogical approach of great interest to some foreign language teachers in tertiary education in China. Cooperative learning is recognized as a well-known student-centered teaching method in the mainstream educational approaches ranging from kindergarten to tertiary education in other parts of the world. However, it is still not seen as an important method to use in China today. This paper briefly reviews and summarizes the major achievements as well as setbacks of FLT research in the past 60 years since the founding of the People's Republic of China. It also addresses some important issues in the history of the development and the prospect of FLT, and the career development of FL teachers in China. Moreover, it presents argumentations in the remarkable exploratory process of educational theories of FLT with Chinese characteristics. It concludes that more and more Chinese FL teachers will implement cooperative learning in their classroom activities and enrich the connotations of this approach.

Five trends of education and technology in a sustainable future

Quality education is one of the pillars in the United Nations 2030 Agenda for Sustainable Development,which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.This overall goal can be connected to some general trends affecting education in the information age.We argue that education is key to the future quality of human life and the sustainability of the world.Generally,education is being transformed in both formal and informal learning contexts by new digital technologies.Overall,some of these major innovations and how they are changing education can be summarized into the following aspects:1)our educational aims and objectives;2)educational ecologies and contexts of learning;3)the processes of learning;4)the processes of teaching;and 5)educational governance and policy.Meanwhile,we note some of the potential risks and downsides of these technology trends.From the sustainable perspective,our review points to a great potential for educational reform,but it can only be achieved if we are willing to rethink and even abandon some of our traditional ways of doing things in education.

“做中学”高职Android移动应用开发课程内容设计

以高职Android技术开发课程为例,提出了一种基于"做中学"理念的课程设计思路和方法,通过将知识点和技能点融入实际项目,让学生先实践后理论,在实践中学习,在理论中提高,两者相辅相成,同时还给出了若干教学实施建议和各阶段应达成的工作目标。经过多年实践证明,这种教学模式可有效培养学生的Android应用程序开发能力。

新时代高质量数字化教材建设的价值意蕴、基本逻辑和实践路径

新时代高质量数字化教材建设是国家教材体系现代化的应有之义,需要探析其育人价值、人本价值与技术价值,为数字化教材建设提供方向指引。新时代高质量数字化教材建设要坚持以学生“善学”为出发点的目标逻辑、以个性化教学为着眼点的内容逻辑、以技术赋能为着力点的形态逻辑。构建新时代高质量数字化教材就要做到:把握数字化教材建设的时代方位,即包括坚持中国共产党的领导、注重数字素养的培养及贯彻“数字中国”战略;擘画数字化教材建设的未来图景,形成数字化教材与纸质教材互构的内容体系、数字化教材与个性化发展需求互动的服务体系、数字化教材与技术互融的应用体系;完善保障机制,明确数字化教材建设主体间权责关系,健全规章体系,创新管理机制。

Educational Software Development Life Cycle Stages

Technological innovations have revolutionized the educational technology into various dimensions. Educational processes without educational technology have no value in this modern world. In education domain, the educational software has simplified the processes in greater extend. A implemented while developing such educational software. In particu proper lar, the development methodology has to be software developed to enrich these education processes should follow a development strategy to motivate the end users to utilize the hypermedia potentials. The software development life cycle （SDLC） has different phases in designing such educationa technology and assists the end users to benefit from the modern technology. This study identifies the various factors to be considered at each phase of the SDLC while developing educational software. Also, this study proposes some suggestions to be followed in ESDLC with respect to educational processes perspectives. The core idea of this study is to identify the various issues in implementing such educational software in day to day teaching and learning processes.

基于Android的移动学习资源开发设计

随着手机等移动终端的普及,移动学习的需求也与日俱增。本文对学生在移动端学习的特点进行了深入分析,结合汽车学科相关课程,基于Android平台开发了适用于移动端学习的软件,分析了移动学习资源平台的总体设计、功能结构设计,以及各个功能模块的设计开发思路,并且对相关软件进行了测试。测试表明该软件运行正常,基本满足所需功能要求。

生成式人工智能对课堂教学的挑战与应对

以ChatGPT为代表的生成式人工智能,在形式、角色、过程等方面都表现出明显的优越性,但也存在对话的被动性、知识的不确定性、伦理的争议性、信息的安全性等局限,由此加剧了人们对智能技术应用于课堂教学活动中的问题担忧,主要表现为教学主体地位的混淆、学生道德规范的模糊、课堂教学方式的单一和考核评价难度的提升。为有效应对生成式人工智能对课堂教学带来的挑战,提出通过教师、学生和技术三者之间的角色转型和关系重构创设有温度的课堂教学空间,通过有目标的教育、有意义的学习和有智慧的课堂建构有深度的课堂教学环境,通过宏观、中观和微观(国家、社会和学校)执行有力度的课堂教学制度,以推动课堂教学高质量发展。

习近平文化思想形成历程论纲

党的十八大以来,习近平同志站在实现中华民族伟大复兴的战略高度和历史高度,面对世情、国情、党情不断变化的新形势,提出了新时代中国特色社会主义文化建设方面的一系列新思想新观点新论断,形成了习近平文化思想。作为一个不断展开的、开放式的思想体系,习近平文化思想之所以能够具备“明体达用、体用贯通”的理论品格与思想特质,必当有其渊源有自的形成历程。揆诸习近平文化思想形成历程,文化自信塑造了其理论底色,文化发展道路明确了其发展指向,文明交流互鉴彰显了其天下立场,文化强国与中华民族现代文明展现了其宏远目标。习近平文化思想体现了鲜明的实践性与总体性、民族性与时代性、现实性与理想性、包容性与原则性的高度统一,是引领新时代中国特色社会主义文化建设的行动指南。

“互联网+”创新大赛实践及对新工科人才培养模式的思考——以内蒙古农业大学材料科学与工程专业为例

以“互联网+”大赛为代表的创新创业大赛地位日益突出,它能够激发学生的创造力,锤炼意志品质,在比赛中使学生增长智慧才干,将比赛中所学到的知识与专业课学习中面临的问题相结合,一些抽象性的问题便迎刃而解。将“以赛促学、以赛促教”模式和材料科学与工程专业学生教与学相结合,可提高教师们的讲课效率,增强学生的学习能力和理论结合实际的协同发展能力,进而教学质量便会逐步提升,从而使学生踏入社会以后能够更好地应对可能遇到的问题。

聚焦能力提升的《地理信息系统设计与开发》教学创新

测绘行业新需求的产生和新一代信息技术的涌现对测绘工程专业学生地理信息技术能力的提升和课程教学提出了新的挑战。在此背景下,对面向新工科建设需求的《地理信息系统设计与开发》课程设计进行创新改革,深入剖析课程建设的能力目标和思政目标;并通过多年实践探索,提出了超前引领、兴趣驱动,以赛促学、以赛促练,团队合作、多元协同等一整套教学创新方法。通过对两年课程目标达成情况的分析与评价,证明了方法的有效性。

博士生课程“城市交通”导学互学模式研究与实践

研究生课程教学是研究生培养的重要环节。基于对博士研究生及其课程特点的分析,结合“城市交通”课程的育人目标与教学的客观要求,进行了该课程教学的导学互学模式研究与实践。重点从三个阶段对导学互学模式进行分析与设计。其中,在备课阶段,需要做好导学素材的准备;在授课阶段,设计课堂环节,将导、学、思有机串联;课后实践阶段,利用信息技术做好课后的跟踪、实践辅导也是本课程形成“导学互学”的重要内容。并对课程的实施做了教学反思。对于博士生课程改革具有一定的参考价值。

人类共生存在的文明互鉴发展论

文明互鉴的思想揭明,文明以文化为母体,并构成文化的进步状态。文明互鉴就是文明主体将蕴含于文化中的进步状态向外敞开,释放地域性、民族性和国家性的个性风采,追求世界性、人类性、未来性为基本诉求的普遍性,并以平等为准则,发挥相互参照、相互借鉴、互促发展的功能。文明互鉴并不是文明主体的无私奉献,而是文明主体基于一定的物理条件、制度条件和共同价值,创造共同利益,谋求共同发展。所以,文明互鉴须以文明主体之共生存在为目的,以求同存异为根本原则,以尊重和包容为基本方法。