Exploring the Development of English Club Activities in Junior High School English Language Learning

English language activities are enjoyable and respect the students’subjectivity,which stimulates their enthusiasm for using English communication.Therefore,it is widely welcomed by junior high school students.The development of the English club and their activities,such as membership,management systems,event planning,advisory lecturers,and cooperation with school management,among others,all directly affect the club activities.Therefore,it is essential to promote their club activities in junior high school English language learning.This paper analyzes the role of the English club and explores their process of conducting specific activities.It is hoped that this paper will be used as a reference for future studies.

A Qualitative Study of Non-English Majors' Learner Autonomy in Out-of-class English Learning Contexts

The aim of the study was to explore non-Engish majors' actual practice of out-of class English learning activities and the relationship between out-of-class English learning and language proficiency. Data were gathered through qualitative methods by semi-structured interviews and observation with 6 non-English majors from Tianjin Foreign Studies University. Students' CET-4 scores were collected as well. Out-of-class observation was conducted with two participants who represent respectively high and low scores in CET. The results indicated that high scorers generally showed higher level of learner autonomy in out-of-class learning context. than low scorers. Most of the participants hoped to obtain more guidance and recommendations for learning materials and learning strategies so as to improve their language skills.

On the College English Learning Strategies and Their Usages

English language learning strategy is an important part in the process of learning,and the selection and use of it has a direct impact on the effect of English learning.Now there are some problems in the use of college English learning strategy,which have many factors,such as:learning environment,learning concepts,learning motivation and so on.Therefore,some corresponding strategies must been taken so as to improve the quality of teachers’teaching and the efficiency of students’learning.

Cooperative Learning in Oral English Classroom Teaching in Higher Vocational Education

Cooperative learning in spoken English teaching process occupies an important position.It is a relatively new teaching method to provide students with more opportunities to speak English,to reduce the tension of the students,to enhance the enthusiasm of the students to participate in the oral group activities,and to improve the students' English speaking ability significantly.Cooperative learning has been widely used in teaching practice,but in spoken English classroom teaching,it is not be used completely.

Analysis on Developing English Speaking Through Reading in Junior Middle Schools

In terms of English education,much research has been done on the combination of reading and writing,but there are relatively few studies on the combination of reading and speaking.In this study,the combination of reading and speaking in English through activities was expounded.The effect of this teaching mode was studied based on students’understanding of the subject,practical application,and transfer of knowledge.The goal of this teaching mode is to develop students’core literacy and to enable them to interpret and utilize text resources.With these as objectives,teachers can design lessons and evaluations that require students to verbally explain what they understand after reading lessons and guide students in a stepwise manner,from superficial text understanding to in-depth understanding and eventually to thinking beyond text learning,so as to promote the integration and development of students’language skills,cultural awareness,thinking,and learning ability.

活动理论视角下少数民族学生英语学习能动性研究

近年来,中国少数民族学生英语学习的研究日益增多,但对于少数民族学生如何发挥能动性应对英语学习中的挑战我们了解甚少。本研究基于活动理论,采用个案研究方法,通过收集学生日志、访谈和文本资料,并结合教师访谈数据,探究了四名大学一年级维吾尔族学生英语学习能动性的表现及其影响因素。研究发现,维吾尔族学生英语学习能动性主要表现在以下方面:反思与汉族学生差距,调整英语学习方法;适应全英文授课模式和英文展示的课堂规则;借助汉语语言,利用英语学习应用软件和互联网等工具;寻求教师、同伴和其他共同体成员的帮助。研究还发现,维吾尔族学生英语学习能动性受语言水平、学习动机和英语学习经历等个体因素影响。此外,国家和学校的政策支持、教师与同伴的帮助,以及家人的情感支持等也对他们的英语学习能动性产生了影响。本研究对高校少数民族学生的英语教学具有一定启示意义。

On the Teaching Design of Graduates’EAP Course:Enhancing Language Proficiency and Critical Thinking Skills

This paper explores the integration of the bridge-in,objectives,pre-assessment,participatory activities,post-assessment and summary(BOPPPS)teaching model within the context of the post-graduates Academic English course.It discusses how this structured approach can effectively enhance students’language proficiency,foster critical thinking skills,and align with the multifaceted objectives of advanced English language education.The study provides a detailed examination of each BOPPPS component as applied to the post-graduates Academic English curriculum,supported by theoretical underpinnings and practical implications.

基于英语学习活动观的英语阅读教学策略

“秉持英语学习活动观组织和实施教学”是英语新课标的教学建议。基于英语学习活动观的初中英语阅读教学,通过学习理解、应用实践和迁移创新等活动,能加深学生对教学语篇的理解,并促进其阅读思维、技能与情感价值观等方面的协同发展,切实提高学生阅读学习效益及学科核心素养发展成效。

Utilizing Wen Juanxing in College English Classes in China

This paper aims to explore the benefits of Technology-Enhanced Learning(TEL)to better engage undergraduate students in college English classes in China.By experimenting with Wen Juanxing,an online questionnaire platform,it has been found that through the employment of“Classroom Response Systems”(hereafter CRS)such as Wen Juanxing(hereaftter WJX),college students’classroom participation and interaction can be significantly increased.Their learning outcome and efficiency can also be greatly improved.

泛在学习环境下的教学导入实践与教师角色探讨 ——以大学英语课程为例

“互联网+”赋能教育的新时代,信息技术的普及与应用使学习的发生无处不在。研究基于泛在学习环境下进行大学英语教学实践,探讨该环境下的教学导入活动及教师多元角色。从教学方面看,教师要基于学生对导入部分的泛在学习情况,适时调整课堂教学进程中的角色;从研究方面看,教师在关注学生的学习进程及结果时,对数据的汇总与分析促发了教师课堂外的角色延伸。

Making Non-English Majors "on the Move"

Researches have proved that adults can develop language acquisition device,too.Transferring from learning to acquisition depends on the interplay of external and internal factors both from the instructor and the students.This paper describes the attempt to help sutdents develop from language learning to language acquisition,from the points of pre-class,while-class,and after-class activities.

基于英语学习活动观的语法教学探究——以Noun Clauses为例

文章以三维动态语法观为理论框架,以名词性从句为例,分析语法结构的三个维度,以活动观为指导进行设计与实施教学内容,将语法、语句、写作结合起来引导学生注意学习名词性从句的语境、语用、语篇意义,帮助学生创造性地在交际中得体地使用名词性从句。

基于英语学习活动观的初中英语单元整体教学设计路径探析

学思结合、用创为本的英语学习活动观是2022版义务教育英语课程标准的新理念,基于该理念的单元整体教学设计,通过聚焦学科核心素养、助推课堂转型、实现学科育人价值,已成为目前英语课程与教学之间的重要环节。本研究在剖析英语学习活动观、单元整体教学意蕴的基础之上,借助具体案例,设计了基于英语学习活动观的单元整体教学的四步关联方案,即提炼单元主题,优化统整单元内容,确定指向核心素养进阶性发展的单元目标,建构教、学、评一体化的学习活动链。教学设计既可为一线教师架起一座理论通向实践的桥梁,亦可为核心素养落地生根提供现实路径。

新课标理念下高中英语文化阅读教学探究

文化意识是学生在全球化背景下表现出的跨文化认知、态度和行为取向,可以帮助学生形成与发展核心素养。因此,培养学生的文化意识在高中英语阅读教学中占有重要的地位。然而,现有的高中英语阅读教学存在的一些问题,影响了文化意识教学目标的完成。因此,参照章策文对《高中英语课程标准(2017版)》文化意识教学理念的解析及英语学习活动观的教学理念,构建高中英语文化阅读教学的理论体系,呈现具体的教学案例及教学建议,旨在解决现有阅读教学存在的问题,指导教师更加有效地开展新课标理念下高中英语文化阅读教学,更加有效地培养学生的文化意识。

基于英语学习活动观的小学英语阅读教学策略探究

英语学习活动观是指学生在主题意义引领下开展英语学习活动,指向培养学生学科核心素养的学习理念。基于英语学习活动的教学价值,教师可将其融入英语阅读教学中,分析核心素养培养内容,确定阅读教学目标,引导学生感悟、探究、挖掘、延伸语篇的主题意义,同时灵活开展学习理解类活动、应用实践类活动、迁移创新类活动,以此逐步提升英语阅读教学效率,发展学生的英语学科核心素养。

活动理论视域下中学英语课程思政实践活动效果评估

立足中学生的实际英语语言水平和认知发展特点,开展恰切的课程思政实践活动并探究其成效,对于实现英语学科的育人目标至关重要。活动理论深刻揭示了以活动为中介的人的认识与客观环境之间的关系,为英语学科课程思政活动开展提供了理论支撑和实践指导。以活动理论为视角,采用问卷调查的方式评估了基于双语思政系列微课的混合式学习与实践活动的成效。结果表明,学生和教师均能按照活动规则承担各自分工,学生参与活动的意愿较强;学生在英语学习的六个维度以及思政成效的九个维度均分较高,表明活动的学业与思政双目标有效达成;活动中学生的学习动机、微课质量、共同体规则三个因素显著正向影响双目标的实现,学生的英语水平不会对思政效果产生影响。

基于英语学习活动观的课堂教学模式

基于英语学习活动观的英语课堂教学模式以“真学”“真用”“真实践”为主要环节,以主题探究、问题解决和能力递进式发展为主要路径,引导学生在解决问题的过程中提升语言技能、培养思维品质、鉴赏文化异同,使学生从枯燥消极的机械学习中脱离出来,回归学习本质,发挥课程育人价值。

数字教材关键要素的定位与实现

在数字化学习的时代背景下,数字教材已成为支持课堂及课外学习的新型学习形态。然而,数字教材中的关键要素该如何定位并加以实现,才能满足学习者群智学习和个性学习的需要?回顾数字教材的发展历程及国内外已有研究,结合数字教材的阶段特点及主要问题,本文提出实现下一代数字教材设计与开发的"三层次五要素"。其中,三层次是指内容层、交流层和生成层;五要素是指与学习目标聚焦度高且可智能推送的学习资源,符合学科特色且实现离线使用、在线更新的学科工具,与资源实现多对多关联的学习活动,支持人际交往的社会认知网络,实现按需生成的个性化教材。

大学英语课程微型学习的内容选择和活动设计

文章从"语言基本技能"和"学习内容分类"两个维度出发,以二维矩阵的形式构建了大学英语课程学习内容框架体系,并就适宜微型学习的内容进行选择。在二维矩阵分类框架的基础上,对适合大学英语课程的微型学习内容进行分类。最后,针对微型学习内容做出相应的学习活动设计。

基于Moodle平台的大学英语自主学习活动的设计研究

大学英语教学采用基于计算机网络的自主学习模式已是势在必行,网络教学管理软件Moodle平台为构建网络环境下的英语自主学习模式提供了新的工具与手段。本研究力图构建一个基于Moodle平台的大学英语自主学习活动设计模型,其包括学习分析、学习活动设计和学习环节等5大模块。本文重点探讨了Moodle平台支持大学英语自主学习的功能优势及基于Moodle平台的大学英语自主学习活动的实施方案。