MOOC/SPOC Blended Teaching Practice on Software Engineering Using“Integration of Physical Classroom,Online Classroom and Practical Classroom”

With the vigorous development of MOOC and SPOC,software engineering teachers are exploring how to use first-class online resources to reconstruct the software engineering teaching system.This study proposed a project-driven group discussion classroom teaching reform,which is characterized by“the trinity integration of physical classroom,online classroom,and practical classroom”.The reform employs heuristic and case-based teaching methods,in which,the curriculum is supplemented by smart teaching tools and takes discussion teaching as the core.The teaching process emphasizes the accumulation of multi-stage study results and adopts smart teaching method innovation.In this study,we also build practical classrooms with top software companies.We encourage students to participate in the classroom and take the initiative to practice through“discussion groups”“enterprise practice”,and“cloud training”,which improves learning effectiveness and enhances the ability to analyze problems,design systems,and innovate in actual software projects.

Research on College English Classroom Construction Based on Semantic Wave

In this paper,the influence of English teaching methods and teachers’behaviors on students’learning in China is discussed.Through analysis,it is found that classroom discourse practice plays a significant role in teaching plan and teaching content.Therefore,in the research based on discourse practice and belief,a college English classroom promotion model is constructed from the perspective of semantic wave based on three dimensions(individual factors,situational factors,and overall factors),providing a scientific basis for the development of college English teaching in China and a valuable reference for curriculum reform and teaching plan formulation.

Strategies for Teaching the Reinforced Concrete Structures Course in Engineering Majors

The cultivation of engineering capabilities aims to equip engineering professionals with high-level expertise to meet the demands of society and industry development,thereby enhancing their competitiveness and career potential.This article focuses on engineering capability development,exploring teaching strategies for the Reinforced Concrete Structure course.It aims to provide insights for educators in engineering programs at universities and vocational colleges in China.By doing so,teaching plans that meet the needs of engineering capability development,laying a solid educational foundation for the healthy growth of engineering professionals in the new era,and enhancing their application of knowledge and skills can be developed.

Age Factors in Second Language Acquisition:a Case in China

It has long been noticed that age at onset of acquisition(AoA) is relevant to second language acquisition(SLA) and even can be regarded as one of the determinants of success in language learning. Based on the comparison between the author's successful learning experience of Japanese as an adult and the relatively unsuccessful learning experience of English as a child, this essay will discuss some theories of age factors in SLA and give several practical implications of age effects in SLA on classroom practices.

Conceptions of Oral English Teaching:A Case Study of Teacher Cognition on Oral English Teaching and Classroom Practice

This paper reports a case study investigating and comparing the cognition and classroom practice of two college English teachers with regards to oral English teaching in an agricultural university. Both consistency and inconsistency between their cognition and practice are examined and reasons especially for inconsistency are explored. Findings suggest that teachers do hold a system of cognition which shapes their classroom practice to a very large extent. However, due to the influence of many other factors, both internal and external, their practice in oral English teaching does not always reflect their cognition.

Teachers’ Stated Beliefs About Focus on Form and Their Classroom Practice: A Comparison

According to Noticing Hypothesis, focus on form instruction is in nature an efficient approach to redirecting learner attention during input processing to linguistic elements both within and across utterances. This study examined the relationship between three teachers’ stated beliefs about focus on form and their classroom practice in intermediate EFL classes through classroom observations and interviews. The findings suggest that a tenuous relationship between the teachers’ stated beliefs and classroom practice regarding focus on form, which is implicational to EFL teacher professional development.

University English Teachers' Sense-Making of Their Classroom Practices

This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a conceptual framework for practice, which comprises teaching principles and strategic intentions. It reveals that teachers＇ frameworks for practice are an interwoven system of their most strongly held beliefs in language teaching and their perceptions of their teaching contexts, and that teachers＇ own learning and teaching experiences are important influences on their conceptualisations of classroom work. Findings of this research have implications for language teacher education and development.

CHANGING CURRICULUM,CHANGING PEDAGOGY:ELT FROM A COLLEGE TEACHER'S PERSPECTIVE IN CHINA

作者运用案例分析法对中学英语教师马老师的教师信念与教学实践进行了颇具深度的分析与探讨。作者结合丰富的第一手资料描述了马老师是如何在她所处的特殊教学环境下与新理念、新大纲、新教材、新教法等进行磨合,并如何克服现实环境中资源不足、教考矛盾等困难,进而做出恰当的教学决策的,为我们勾勒出一幅丰富多彩的教师教法立体图。作者指出,定型观念认为中国英语教师教法陈旧不变的看法是片面的,事实上,中国英语教师对于教学改革是持积极与开放的态度,但由于受到诸多内外因素的影响和限制,他们的教法变革是渐进的,讲求实效的。

Pakistani Teachers’ Perceptions of Kindergarten Children’s Learning: An Exploration of Understanding and Practice

This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context.In Pakistan,there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity.Over the course of one academic year,data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study.Findings presented in this paper are based on the interview data of two teachers in the sample,a novice and an experienced teacher.Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning,taking into consideration the gender perspective.The results showed tensions in the teachers’perceptions which contrasted between a constructivist approach and a teacher-directed skills approach.Perceptions of their practice reflected a formal,teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching.Several factors,including deep-rooted perceptions as well as curriculum structure,time,number of staff and resources,contributed to this.