TheValueOrderof“Love”inTeacher-StudentInteraction：anExplorationintoTeachers’LoveGenerationMachanismBasedonHuoMaozhengandSiXia’SLovePractice

“师爱”是教育成功的前提，是优秀教师的核心价值品质；同时，“师爱”也是教育理论界研究的热点问题之一。但是理论界对“师爱”的认识比较模糊、研究缺乏深度，特别是对其发生机制的研究更少。著名的情感现象学家舍勒认为，在整个价值王国中，价值的相互关系具有一定的“级序”。根据这一理论，如果一个价值比另一个价值“更高”或“更低”，那么，就形成了价值秩序。价值秩序是支配一个人行为的价值品质秩序。爱作为师生交往的核心价值，教师爱的行为同样受爱的价值秩序的支配。从国内“师爱”名师霍懋征和斯霞的“师爱”实践来看，“师爱”的发生机制具有层次性或秩序性，它依次呈现为人性之爱、教育之爱，以及学生种种具体的爱，如公正、尊重等。

An attention-based teacher-student model for multivariate short-term landslide displacement prediction incorporating weather forecast data

Predicting the displacement of landslide is of utmost practical importance as the landslide can pose serious threats to both human life and property.However,traditional methods have the limitation of random selection in sliding window selection and seldom incorporate weather forecast data for displacement prediction,while a single structural model cannot handle input sequences of different lengths at the same time.In order to solve these limitations,in this study,a new approach is proposed that utilizes weather forecast data and incorporates the maximum information coefficient(MIC),long short-term memory network(LSTM),and attention mechanism to establish a teacher-student coupling model with parallel structure for short-term landslide displacement prediction.Through MIC,a suitable input sequence length is selected for the LSTM model.To investigate the influence of rainfall on landslides during different seasons,a parallel teacher-student coupling model is developed that is able to learn sequential information from various time series of different lengths.The teacher model learns sequence information from rainfall intensity time series while incorporating reliable short-term weather forecast data from platforms such as China Meteorological Administration(CMA)and Reliable Prognosis(https://rp5.ru)to improve the model’s expression capability,and the student model learns sequence information from other time series.An attention module is then designed to integrate different sequence information to derive a context vector,representing seasonal temporal attention mode.Finally,the predicted displacement is obtained through a linear layer.The proposed method demonstrates superior prediction accuracies,surpassing those of the support vector machine(SVM),LSTM,recurrent neural network(RNN),temporal convolutional network(TCN),and LSTM-Attention models.It achieves a mean absolute error(MAE)of 0.072 mm,root mean square error(RMSE)of 0.096 mm,and pearson correlation coefficients(PCCS)of 0.85.Additionally,it exhibits enhanced prediction stability and interpretability,rendering it an indispensable tool for landslide disaster prevention and mitigation.

Teachers’Perception for Evaluation of the Primary School Students With Final Grade

The most difficult and delicate part of the learning process is assessment.Assessment is difficult because during his/her accomplishment the teacher has to consider not only the acquisition of knowledge from students,but also the overall degree of development of their competencies.It is delicate,because through assessment we can influence the emotional side of students and their“willingness”to learn.Despite these facts,teachers need to evaluate students during the learning process.The purpose of the research is to find out what is the perception of teachers about the level of evaluation of students with final grade.The overall results showed that 89%of teachers agree,9%of them have a neutral attitude,and 2%do not agree that the evaluation of students with a final grade is done taking into account many aspects and using many methods,the overall average of the results,M=4.36.Based on the empirical results,it was found that teachers who have completed assessment training have a more positive approach to student assessment,as the average score is higher than teachers who have not completed assessment training.From the qualitative results it was understood that the Teachers did not encounter any difficulties during the assessment of the students.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

A Case Study of Computer-based Teacher-Student Interaction outside Class

This case study examines the interaction through emails between a professor and one of his third-year students outside of the classroom to explore the problems in the teacher-student interaction.It shows that confronted with difficulties,the student turns directly to her teacher,yet failing to make her specific difficulties known,and the teacher spares no pains to exemplify the doing of assignments,yet knowing little about his student’s knowings and unknowings.At the end of the article are some enlightenments:seeking help after self-attempting and helping after knowing.

The Formation of Ideal Interactions Between Teachers and Students in the College English Teaching

Ideal interactions between teachers and students are indispensible for the improvement of the College English teaching.Therefore,this paper tries to find out some effective measures to establish ideal interactions between teachers and students in College English teaching based on the analysis of the status-quo of the interactions between teachers and students and the emphasis of the necessity of ideal interactions between teachers and students,hoping it can be beneficial to promoting the College English teaching.

Observation:The Impact of Teachers' Behavior in Teacher-students Interactions on Pupils' Motivation

To find out in what ways the teacher’s behavior in interactions could motivate students effectively,a two-day observation concerning the relationship between the teacher’s behavior in teacher-students interactions and students’motivations in the classroom was carried out in a primary school in Scotland.The author illustrated the basic content of classrooms observed and the methods of collecting and analyzing the data.Then,it focused on the discussion of the data and related literacy.Finally,it drew the conclusion that the positive feedback,explanations for the reason of doing the task and enthusiastic actions could effectively motivate students to learn.

Application of Scaffolding Theory to Higher Vocational Students Classroom Interaction in English Teaching

Scaffolding theory is one of the mature teaching methods of constructivism model . The effective interaction between teachers and students is one characteristic of scaffold teaching. This paper aims at combining scaffolding theory with classroom interaction in teaching higher vocational students English to help students arouse interest and enhance their comprehensive ability in English learning.

The Relationship Between Teachers' Questions and Classroom Interactions in EFL Classroom

Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.

Study on Current Situation and Countermeasures of Teachers and Students Interactive Teaching in Non-teacher-oriented Major of Colleges and Universities--Taking Guangxi Teachers Education University as Example

The Interactive Teaching plays a significant role in enhancing the students' learning interest and practical ability. One of important tasks for College English teachers is to promote the development of Interactive Teaching. Therefore, this paper analyzes the problems that restrict the interaction between teaching and learning, combined with the current situation of Interactive Teaching in college English teaching, and puts forward the corresponding strategies in order to give some suggestions for English teachers to transform their teaching methods.

Interactive Techniques Used in Teachers' Oral Feedback and Its Impact on Students' Participation

English language teaching is facing a reformation with the emphasis of students-centered learning approach and communicative language learning. Classroom interaction becomes popular especially during teachers' oral feedback. In order to involve more students to participate, interactive techniques are applied in the classroom such as elicitation and recasts. This essay will focus on the adoption of interactive techniques in teachers' oral feedback in terms of a specific grammar lesson and try to explore its impact on students' participation.

A Study on Effect of Teachers' Questions on Classroom Interaction in EFL Classes

This paper aims to observe and analyze the effect of teachers' questions on the classroom interaction by means of IRF pattern.

Correlation between interaction anxiousness and sleep deprivation among undergraduate students

Sleep deprivation is a common problem among university students,it causes lowered cognitive skills,higher tend of suicide,risk-taking behavior and interaction anxiety.By using the Pittsburgh sleep quality index(PSQI)and Interaction Anxiousness Scale(IAS),the survey on the sleep quality and interaction anxiousness was carried out among 124 undergraduate students,in order to found the correlation between sleep deprivation and interaction anxiousness.The results showed a strong positive correlation between them.This study also investigates the difference of PSQI and IAS among students with varied disciplines and grades,and findings illustrated a poor sleep quality as well as poor interpersonal communication situation among university students.

Teacher Talk and EFL Classroom Interaction

Teacher talk and teacher-student classroom interaction have always been the central issue among the various classroom researches. Teacher talk is undoubtedly important in EFL(English as a foreign language) classroom in China. This paper attempts to discuss the features of teacher talk in EFL classroom, mainly of NNS(non-native speaker) teachers and the implications and suggestions of how to make teacher talk more appropriate and stimulative.

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.

An Analysis on Teacher-student Role Changing in Interactive Teaching Mode

Teachers and students play important roles in teaching activity,and they are the most essential parts of the system.The relationship between teachers and students,the core schooling interpersonal relationship,directly determines whether the teach ing activities can go smoothly or not,and is an important index to measure the quality of teachers and students'school life,and also is an important factor that affects the social function of education.For a long time,relationship between teachers and students has been a hot topic in education and in different sectors of the society.This dissertation aims at discussing the teacher-student role changing in interactive teaching mode to provide reference for building a harmonious relationship between teachers and stu dents.