The Role of Teachers’Apperception in Herbart’s Theory for Chinese Teaching in Shenzhen Primary Schools of China

This paper deeply analyzes the practical application of Herbart’s educational concept in contemporary education and teaching,especially its guiding significance to the primary school Chinese classroom in Shenzhen area.Herbart proposed that teachers should play a key role in students’cognitive process,that is,help students better understand and master new knowledge by combining it with existing knowledge.The survey results show that although teachers have some understanding of Herbart’s educational philosophy,it is not widely used in the concrete teaching process.However,the study also shows that there is a positive relationship between Herbart’s theory and students’academic performance,indicating that it plays an important role in improving students’interest and engagement in learning.The research also reveals the differences between educational concepts and practices,as well as the uneven distribution of educational resources,and puts forward measures to alleviate these contradictions,such as strengthening teacher training,improving teaching methods,and emphasizing moral education.At the same time,the study also highlights the critical role of teachers in promoting knowledge integration,arousing learning enthusiasm,shaping students’moral character,and promoting personal and professional growth.

The Effects of Emotions between Teachers and Students

"Effects of emotions between teachers and students"is the core problem in the essay.According to the core problem,concerned books are used to supply with theory base.At the second stage,practice is applied.Then a conclusion is drawn that teachers'emotions have strong effects on students,on their emotions and study.Therefore,finding ways for teachers to influence students with positive emotions is necessary.

Emotional Value Care to Promote Emotional Communication Between Teachers and Students Under the New Era of Education Mode

With the development of the times and the progress of the society,the ancient education mode can no longer meet the requirements of the times.The concept of educating people must keep pace with the times.The way teachers and students get along is no longer like in ancient times,where teachers teach students to listen.In the new era,it is necessary to build a new model of interaction between teachers and students.If educators pay attention and come to understand students’psychology,listen to students’aspirations,tend to students’emotions,grow in love for education,and treat students from their hearts,they would be able to win the favor of students.Paying attention to students’emotional value can promote emotional communication between teachers and students.It is possible to adapt to the requirements of the new era for the construction of morality and ethics among teachers by caring for students’emotional value.

Study on the Roles of a Teacher in College English Teaching Mode Based on the Internet

With the rapid development of modern technology and all-round reform in national college English teaching,Internet-Based teaching mode has become a new trend of college English teaching.Therefore,in the new teaching mode,the teacher should turn an inculcator into an instructor,facilitator and participant in teaching;a passive user of textbook into a dominant and modeler of courses;a planner of teaching specific tasks into an organizer of teaching process,a helper and shepherd of learning knowledge.

Teachers＇ role in vocabulary teaching： Strategies for vocabulary teaching

Much research has been done on how to help students to improve their language skills of listening, speaking, reading, and writing, but how to help students with the acquisition of vocabulary which is essential to the development of language skills has been neglected. This paper is an attempt to explore the teacher＇s role in helping students with vocabulary acquisition. Word knowledge is discussed, selection of words to be taught, techniques for presentation and strategies for self-learning.

Brief Probe into College English Teachers' Phonetic Teaching Beliefs and Behavior

Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it is still a weakness in English teaching because of the multifarious and complicated factors.A large numbers of research papers indicate that teacher is the leader and organizer of teaching activities,he or she dominants the whole process of pronunciation teaching.For example,they make decisions,design and reform the content of teaching in the classroom.What's more,teacher's beliefs can influence their teaching behaviors more than their professional knowledge,namely,teacher's phonetic teaching beliefs influence their phonetic teaching behaviors deeply.This study aims at finding out about teachers'beliefs of phonetic teaching and casting some light on the relationship between teachers' phonetic teaching beliefs and behaviors,and the causes for their inconsistency if any.

Research on the Transformation of Teaching and Research Form of Professional Teachers in Blended Learning at Colleges and Universities - Taking the Java Programming Course as an Example

In view of the current situation that offline teaching is the main mode of teaching Java Programming in higher vocational schools,this paper introduces the online and offline hybrid teaching method and expounds it from the aspects of blended learning design,teaching organization,and implementation.At the same time,combined with the characteristics of blended learning,this paper proposes that under the new mode,teachers should actively change the form of teaching and research,the teaching mode,and the role of teachers,take students as the center,and build an independent and effective classroom.

The Enlightment on Task-based Teaching Derived from Input Hypothesis

Aiming at gradually developing and perfecting the task-based teaching method, the essay, with enlightment from the Krashen＇s Input Hypothesis, discusses some issues about input, output, activities and teacher＇s role in this method.

Study of the learner-centered interactive teaching model in the EFL classroom

With the change of the teaching approach, people have realized that language is not only knowledge, but also a skill and ability. Today＇s English teaching should emphasize the college student＇s English comprehensive skills. This paper is intended to introduce the traditional English teaching method, and by using the comparison of the force-feeding mode of English teaching with interactive approach to language pedagogy. It emphasizes the analysis of the modem communicative teaching mode, and it also elaborates the English teacher＇s role in interactive class, and proves the effectivity and feasibility of the theory based on the student-centered mode.

The Teacher's Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner's English listening proficiency and their self-efficiency. Scholars like Alisa J.Bates, Penny Ur. and Widdowson, H. G. have claimed the significance of teacher's role in listening comprehension. For the purpose of proving the necessity of the teacher's role in listening comprehension, based on the analysis of the features of classroom listening comprehension,this paper presents the teacher's role before class, in class and after class. Meanwhile, during the teaching process, teachers and learners are revealed in two way interactive relations and the pedagogical process is the result of the bilateral interaction of the two sides.

Reflections on English Classroom Teaching Management

This thesis makes a preliminary probe into the present English classroom teaching in China.The problem of classroom management,accompanied by classroom teaching,has long existed in the teaching field,and has become increasingly complicated with the social development.This paper studies the problem from the aspects of theoretical foundations,the management in language classroom,suitable English teaching for Chinese students and so on.

Reflection and Optimization of Primary English Teachers' Speech Acts Based on Speech Act Theory

The primary English teacher's speech acts have major impact on foreign language teaching and learning in primaryschool.Application of teacher,s speech acts in the classroom is actually a kind of selective process.From the perspective of SpeechAct Theory,primary English teachers can optimize their speech acts with the strategies of activating the greetings with proper con-text information,standardizing teacher talk,choosing suitable questions,providing appropriate feedback for pupils’classroom per-formances in order to improve the effectiveness of primary teachers,classroom speech acts.

Analysis on the Individual Discrepancy in English Teaching

Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still commonly seen, neglecting the individual discrepancy of students. The individual discrepancy is manifested by both the congenital heredity and the acquired disposition. Supported by the Chinese traditional theory of teaching students in accordance with their aptitude and Vygotsky's "the zone of proximal development" theory, this paper illustrates the importance of paying attention to the individual discrepancy from the perspective of students' growing background and personality. In addition, standing on the point of view of relevant authority and English teacher, the author tries to put forward some countermeasures.

The Implications of Krashen’s Second Language Acquisition Theory on College English Teaching

Krashen's second language acquisition theory consists of language input theory,emotion filtering theory and languageoutput theory.In order to apply Krashen's second language acquisition theory to college English teaching,it is suggested to commence from the acquisition and learning theories to optimize the teaching environment and methods.On the basis of language input theory,emotional filtering theory and language output theory,English input quality could be improved,students'learning interests could be stimulated and English practical teaching could be accelerated respectively.

Exploring University ESL/EFL Teachers' Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria

Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.

“U-S”共同体下小学语文教学法实践教学改革初探

针对高校小学教育专业师范生教学实践能力薄弱的问题,在小学语文教学法教学中需建构"US"共同体(大学与小学合作),进行"实践取向"的课堂教学、教育见习与教师角色体验、模拟教学实践、实习支教前技能强化训练、教育实习与教育情境研究等多样化实践教学的探索,有效地促进了师范生培养自我职业生涯规划意识与训练小学语文教学技能,还促进师范生去研习小学语文新课程教学改革,为培养合格的小学语文教师发挥了积极作用。

“U-T-S”协同指导的刻意练习:促进教师专业发展的方法

刻意练习是导师设计活动方案,通过重复和连续精细的个性化培训来改善个体成绩或成就的实践训练过程,其核心本质是长时工作记忆参与,确立明确目标,导师给予有效反馈,个性化条件下有意识的重复练习。刻意练习的积累效应被认为是专业技能知识发展的关键机制因素。“U-T-S”协同指导的刻意练习是指由高校教师教育者、教研机构教研员和名优中学教师组成的导师组,协同指导促进中学青年教师专业发展的实践训练过程。这种刻意练习是一个明确目标、设计与展示、反馈评价的不断迭代,直到理想目标和现实表现之间取得适当平衡的过程,应遵循“U-T-S”协同指导、持续努力无需即刻回报、“小步子”的序列练习、重复练习、任务难度适中、及时反馈等原则。

“U-G-S教师教育共同体”的实践优势、冲突与优化

"U-G-S教师教育共同体"的构建是响应国家教育供给侧结构性改革战略的重要举措,是教育教学改革的重要工作环节,对促进各地教育教学健康持续发展影响深远。目前,"U-G-S教师教育共同体"建设依然处于发展过程中,在人才培养方法设计、地方政府部门职能发挥、各地中小学校的实践教学开展以及政府、高校和中小学之间的协同等方面都不同程度地存在问题。为此,基于"U-G-S教师教育共同体"的实践优势和现实冲突,文章提出优化培养方案、加强教学实践和落实制度保障以及搭建协同平台的具体路径策略,以期为相关研究提供一定参考。

基于B/S架构的网上高职教学系统设计与实现

结合高职院校教学的实际情况和特点,对网上高职教学系统的设计与实现进行了探索和研究。本系统基于B/S三层架构体系,分为学生子系统和教师子系统。学生登录后,可以完成整个的学习过程,如网络教学、学习资源下载、在线作业、在线考试、在线答疑等一系列学习活动;教师登录后,可以进行在线教学管理,如教学信息发布、资料上传、作业管理、试卷管理、在线答疑等。

S-ISAL教学法视域下翻译教师能力研究

S-ISAL教学法是语言教学中的常见方法之一,根据S-ISAL教学法的要求,对翻译教师能力现状进行分析,力求从专业能力、信息化能力、科研能力和实践能力四个方面来提升翻译教师能力,提高职业教育翻译人才培养质量,弥补传统教育模式的不足。