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.

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 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.

“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-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。

“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。

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。

基于B/S的教师评议系统的开发和应用

系统实现学生可以直接在网上对任课教师进行评议,普通教师可以直接在网上得到自己的评议结果,教学管理人员和相关领导可以快速地得到各方面的评议统计结果,有效地提高教师评议工作的管理水平和效率。介绍B/S体系结构的教师评议系统的设计思想和方法,对教师评议数据处理的可信度算法的设计和应用。

U-S数学教师合作共同体分析:活动理论视角

U-S合作是提升教师专业素养、促进教师专业发展的有效途径,其演变和发展的过程是数学教育界关注的话题.活动理论视角能揭示U-S教师合作共同体所属活动系统存在的矛盾,帮助理解合作共同体的形成过程.通过案例分析,得出几类矛盾及其产生的原因以及矛盾产生的来源:研究者建议与教师理解之间的偏差、研究者视角与教师视角存在差异,以及数学常态课与项目式学习教学之间的矛盾.基于活动理论,构建了U-S数学教师合作共同体运行机制的模型,并借此探寻化解和调和矛盾的有效途径.

U-G-S模式在化学实验教育协同创新中的应用

重视实验教育是培养化学创新人才的必由之路。在分析当今化学实验教育诸多瓶颈问题的基础上,本文提出引入U-G-S模式集合高等师范院校、中学和政府力量共同促进化学实验教育的协同创新,并通过分享代表案例总结了U-G-S模式下化学实验教育创新与化学实验教育人才培养的经验,为科学实验教育在更大范围内的协同创新提供了有价值的参考。

U-G-S教师教育模式下中学历史教师培养实证研究

U—G—S教师教育模式,即师范院校—地方教育主管部门—优质中学三位一体的协同育人模式。玉林师范学院历史学专业凭借U-G-S模式,通过共建学科教学实践基地,探索"双导师"制度,开展协同创新教研交流等多种途径,不断提高学生的教师职业素养,毕业生中学历史教师资格证通过率逐年提升,且大多对口就业,在中学任教,服务于地方基础教育改革与发展。

今天的教师如何面对职业生活中的德性困境——对话徐继存教授

身为教师意味着要不断涵养自己的德性,追寻自身德性的圆满,但在现实的职业生活中,却往往面临着深层的德性困境。坚持教学作为“为己之学”,从外在评价导向中解脱出来,重新反思教师职业生活中神圣性的定位与现实意义,找回教师的自我并重建教育教学的公共性,是破解当今教师职业生活中的德性困境的几个基本方面,涵盖了教师职业精神、社群与自我的关系等,触及教师职业生活的核心。处理好自我与现实的关系,反思理论与实践的关系,教师就能够直面内心深处的真实,并有望走出德性困境。

教师个体专业素质对学生学习成绩的影响——基于哈尔滨市典型中学的调查

为深入了解教师个体专业素质与学生学习成绩之间的关系,采用教师的教学年限、最高学历和专业知识代表教师个体专业素质,用学生的数学和语文期末考试成绩代表学习成绩,对哈尔滨市典型中学的学生和教师进行问卷调查,从理论和实证角度深入考察教师个体专业素质对学生学习成绩的影响。研究结果表明,由多名高专业素质教师教授的学生更有可能取得更高的学习成绩。基于教师个体专业素质对提高学生学习成绩具有不可或缺的作用,研究结果对我国的教师培养、资格认定和分配政策的改革及学校用人制度建设均有重要意义。

教师教学语言的内涵、特征及其价值

教师教学语言是学校教学专用的一套特殊语言系统,是教师教学特性的彰显,也是教师教学智慧的结晶。教师教学语言不同于“官场语言”“家场语言”和“街场语言”,它具有生活性、历史性以及教育性等特征,它的价值体现为对学生智慧的启迪、对学生品性的教化、对学生心灵的美化等,最终使学生关心生活、热爱生活和享受生活。

中小学教师参与社会实践:需求、现状与对策--基于2831位中小学教师的数据

对某市2831位中小学各学科教师参与社会实践的问卷调查发现,中小学教师社会知识储备总体良好,但广博度欠佳;多数中小学教师认为参与社会实践是非常有必要的,尤其是对学生发展和培养具有价值,其次是能有效提高学科教学效能和教学质量;政治、历史教师无论是对社会实践作用的认识还是其社会知识水平都显著高于其他学科教师;80%以上的教师愿意参与社会实践,然而,多数教师所参与的社会实践活动是在组织学生实践活动过程中同时参加的。中小学教师参与社会实践面临时间不足、缺少支持政策和渠道等困难。在不增加教师负担的前提下,推动教师参与社会实践,需要加强宣传,提高认识;将参与社会实践纳入教师专业发展渠道,制定《教师参与社会实践管理办法》;建立社会实践基地,发挥各主体的作用,提高实效等。