Narrative Inquiry into Knowledge Generation in Teacher and Learner Learning Community

Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists' knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners' prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation.

Sociocultural Theory on Interaction between Teachers and Learners in a Second Language Classroom

This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness.

To Be an Expert Learner: New Characteristics of a Good Teacher in the New Era

The past decades have seen much plethora of publications about what makes a good teacher. Many of these have fallen into content of educational tips and advice on such guides as organizing and assessing students' learning and behaviour and ignored such matters as that a teacher should be an expert learner in this dramatically changing society. This paper suggests that to keep exploring good teaching and to be an expert learner as two essential strategies of getting charismatic characteristics of a good teacher in the new era.

On the Roles of English Teachers in Learner Autonomy

Learner autonomy has recently been introduced as one of the efficacious, potential-developing teaching patterns. Based on its nature and its great effect on the promotion of language teaching, this paper chiefly focuses on the important roles English teachers play in it and its significance to the development of language teaching in China.

The Roles of the Learner, Teacher and Institution in Curriculum Development in a Chinese EFL Learning Context

There has been an increasing awareness in China＇s English language teaching profession that curriculum development should take account of the participants within the curriculum development process： the planners, the administrators, the institutions, the teachers, and the learners. This paper attempts to identify the underlying principles of the New English Curriculum in China （2001）, based on which the roles of the learner, teacher, and institution that underpin the development of the new English curriculum in a secondary school in South-west China are critieaUy examined.

On the Learner Autonomy and the Teacher's Role

About learning,more emphasis was put on the role of teachers in the past,while gradually people realized the key role of the learner during the process of teaching and learning.The traditional class mode was challenged.The concept of student-centre class changes the roles of the teacher and the students.The rule of the students becomes more and more important,which means the student will take more responsibilities on learning,and their autonomy should be firmed.And this article will discuss the teacher's role under the concept of learner autonomy.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

Affective Factors——Key Factors Influencing College Learners'Classroom

Foreign language teaching has shifted from teacher-centered teaching method to student-centered in recent years.Affective factors should be paid enough attention in teacher-learner interaction in.This paper aims to make an exploration into the effects of affective factors in college learners'classroom.

On Learner Autonomy in Foreign Language Education

Previous studies abroad and at home on learner autonomy have provided a variety of definitions from different perspectives as a framework of reference for the essence of LA. Therefore, based on the characteristics of LA, ways such as cultivation of LA beliefs and learning strategies, construction of a favorable LA environment and promotion of learner autonomy through teacher autonomy can be employed to foster students'autonomous learning ability.

教育数字化转型背景下高校教师角色重塑路径探索

数字技术的发展与高等教育的发展正在深度融合,教育数字化转型正在加速推进。在此背景下,高校教师角色的困顿凸显。面对数字技术带来的机遇和挑战,高校教师要主动审视自己,正确把握自身角色定位,直面现实挑战,积极探索重塑教师角色的路径,把握教育数字化转型带来的机遇,向数字化教师转型,做人文渗透技术的融合者,做技术协同教学的建构者,做技术增能素养的学习者。

Chinese Tertiary Students＇ Perceptions of a Good EFL Teacher

This article mainly deals with a group of Chinese tertiary students＇ ideas about what makes a good EFL teacher at the tertiary level. The participants＇ learning experience, reflections and expectations have cast light upon what a modern EFL teacher is supposed to perform in the Chinese EFL context.

A EFL Teacher Reflects

Teaching requires the teacher to not only master the subject but also have certain teaching skills. In this paper, I am going to explore the nature of second language teaching by discussing some teaching theories and address some specific problems of teaching and my approach to good teaching practice.

Fostering Learner Autonomy by Developing Learners'Strategies in The Classroom

This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.

Learner Choice in Language Study

Learner centered design programs typically focus on analyzing the needs of students or encouraging more students to participate in classroom activities.This paper argues that the real learner centered approach should consider allowing learners to play a greater role in learning management,learning methods and learning opportunities by providing selection for the learners.This opportunity can be introduced into the traditional classroom with minimize the problems.The learner's choice as a more basic aspect of language curriculum can be provided by establish autonomous learning center.Teachers'and learners'attitudes to the centre are discussed,and it is suggested that we should do more things to guide both teachers'and learners'expectations in order to make learner choices an active feature of foreign language study.

A Case for Reevaluating Teacher's Role in Data-Driven Learning (DDL) of English Articles

A case study has been made to explore whether the teacher’s role in data-driven learning(DDL)can be minimized.The outcome shows that the teacher’s role in offering an explicit instruction may be indispensable and even central to the acquisi tion of English articles.

TEACHER'S ROLES IN AN ENGLISH CLASS OF PRIMARY SCHOOL

English is part of school curriculumn in primary school.How can children be successful in English learning? The teacher may plays an important role in the process of teaching and learning.For a teacher,to know how to teach,especially to know what roles does the teacher play in an English calss is very important.This paper presents the teacher as an cotroller,an assessor,an organizer,a participant and a resource in an English classof primary school.

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.

一种优化云无线接入网络资源分配算法

在云接入网络(cloud radio access network,C-RAN)中,设备至设备(device-to-device,D2D)通信共享蜂窝用户的资源,提高了频谱利用率。但是资源共享也引入干扰问题,降低了网络的和速率。提出基于教学优化法的资源分配算法(teacher learner based optimization-resource allocation,TLRA)。TLRA算法在分配资源时,考虑了干扰问题,并以蜂窝用户端的干扰不高于预定阈值为约束条件,建立目标问题。利用教学优化法求解目标问题,获取最优的资源分配策略。性能分析表明,提出的TLRA算法提高了系统和速率,Jain公平指数接近0.8。

交互控制理论下开放教育思政课程师生交互:特征及实践向度

师生交互作为课程教学最核心、最基础的行为,对教学目标的达成起着决定性作用,这在思政课程中体现得尤为重要。现行开放教育师生交互行为具有方式从多元走向一元,场域从实场走向虚场,价值从情感走向同化,反馈从全面走向单一等特征。交互控制理论的学习者控制、探究社区等概念为解决开放教育师生交互现状提出了新的解决思路。以思想道德与法治课程为例,引入交互控制理论,提出思政课程师生交互理论架构,探究交互控制理论下开放教育思政课程师生交互的特征及实践向度。

海外汉语教师课堂话语使用和学习者参与:社会文化理论视角

学习者参与课堂互动被看作是第二语言习得的必要条件。本文基于社会文化理论框架,考查了海外汉语教师话语使用特点及其对学习者参与课堂师生互动的影响。微观跟踪变化分析结果显示,当教师话语重塑学习者语言表达、提供互动空间和让学习者参与问题解决,教师话语激发了学习者在认知上参与意义建构,调节学习者跨越个人最近发展区,进而推动第二语言能力发展。然而,当教师话语限制学习者对第二语言输出进行反思和打断学习者话语表达时,教师话语阻碍了学习者对课堂互动的参与,进而失去了学习机会。这一反思性研究有助于提高教师语言使用意识,使其营造更有利于第二语言习得的课堂互动。同时,对优化汉语师资培训也具有一定启示,如把实践反思纳入其中以更好地帮助汉语教师改善教学技能,提高教学水平。