Teacher and Culture Mediator:A Reflection on Teaching English Listening through American Materials

This essay is to help TESOL teachers to think about their importance of being the cultural mediators and how to be good mediators as well.Firstly,in this article,some concepts about language,culture and the connections between them are intro duced.Then it explores why it is important for English teachers to view themselves as cultural mediators and in what way they are cultural mediators.Finally,the study reflects on the situation in a tertiary teaching context.

Teachers＇ Expectation Wisdom on Students＇ Academic Achievements

This paper intends to find out a series of efficient methods to improve success of students about academic achievements by adjusting teaches＇ expectation .by presenting several factors that deserve consideration in analyzing teacher expectant, we further set forth teachers＇ expectation effect on success of students and give some suggestion for teachers.

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.

On the Development of Chinese College Students'English Listening Autonomy

The article discusses issues related to listening autonomy including the definition of listening and autonomy.The foster of listening involve the collaborated effort of the listening teacher and student.Meanwhile three specific ways to improve listen ing autonomy are presented-keeping a listening diary,extensive listening and forming a listening online community.

Teaching Listening in an Effective Way

How to teaching and learning listening in an effective way, which perplexes not only teachers but also students. The paper introduces some practice in author's routine teaching in order to improve our listening and learning.

How can TESOL Teachers be Mediators of Culture?

Language and culture are closely related to each other. Language teachers, who introduce culture through the language teaching activities, are the most important cultural mediators for students in their language learning process. This essay is to help TESOL teachers to think about their importance of being the cultural mediators and how to be good mediators.

HOW TO IMPROVE LISTENING COMPREHENSION AND SPEAKING IN TEFL

The English departments of many colleges have now beenequipped with what is called listening room where the teacher,by operating a machine,lets the students listen to taped English anddo exercises such as question-answering and retelling ideas orstories.Such teaching or teachers often find the students dull orslow in learning anything.And an analysis of the teaching methodwill show that this dullness of the students is unavoidable or,one might say,well-grounded.

On Helping Non-Major English Postgraduates Achieve More in English Listening

In this article,the writer aims at emphasizing the significance of English listening in postgraduates’English Language Teaching and English Language Learning.The writer tries to solve the problems related to postgraduates’English listening and improve their Listening ability by providing many practical issues,effective strategies and different managing approaches.

A Study of Teacher Feedback in Different English Class Types

This essay mainly focuses on the feedback move in IRF(initiate- response- feedback) to investigate the characters and functions of teacher feedback in different class types through classroom observation. The research finds that(1) teachers in different class types prefer to adopt evaluative feedback and use more positive feedback.(2) the proportion of each feedback is different in listening and speaking, reading and writing class. The implications are that English teachers in senior high school should adopt different feedback flexibly and consider what kind of feedback is more likely elicit the students' output in different class types.

The Independence of the Learner Is the Primary Aim of the Language Teacher

In recent years, in our country, a new upsurge of learning foreignlanguage has appeared along with the deepening of reform and theflourishing of construction of China’s socialist modernization. Englishis mostly learned here because it has now become a popular language inthe world, people in many countries often communicate with each otherin English. Many native English-speakers come to China as teachers,

A Teacher's Touch

I was standing in front of a fresh classof third graders on the first day of school.I saw the usual excited,expectant faces...except for one boy.He’d taken a desk inthe back of the room near the door,as if toprepare for a quick escape.His hair hungover his eyes.*Not that I could see hiseyes,because he was staring down at thedesktop.His clothes were too big for his*scrawny frame.*Other than what I saw,I didn’t know more than his name:Ryan.He struck me as the sort of student

全程、全方位、彰显实践智慧——小学教育专业本科师范生实践教学体系的构建

实践教学体系的构建源于教育教学改革的需要,是培养高素质教师队伍的关键环节。确立实践教学目标的新理念应以技能训练为基本目标,以反思能力的培养为核心目标,以增强专业认同为情感目标,设计实践教学体系要以师范生身心发展规律为基础,以未来教师的应然素养为模型,并突出对反思能力的培养。实践教学体系的构建要贯穿整个师范生培养阶段,要能全方位培养师范生的多项能力,要彰显实践智慧的培养。实践教学体系的构建与对教师职业的理解有关,当前应尤为注重实践教学在发展能力方面的功用。

高职院校教师智慧教学胜任力模型构建研究

智慧教育作为高职院校教育信息化进程中的核心战略,对于提升教学质量与效率具有显著意义。智慧教育在高职院校的达成,关键在于教师是否胜任智慧教育背景下的教学。借鉴TPACK与胜任力理论构建了教学胜任力评价模型,采用德尔菲法对模型中的相关指标进行了严格的检验与调整。运用层次分析法确定了模型中各级指标的权重,从而构建了一个全面、科学的高职教师智慧教学能力评价指标体系。研究不仅深入剖析了教师智慧教学胜任力的内涵,还探讨了其结构框架、构成要素及具体指标体系,这一模型将为数智教学实践提供指导,持续推动智慧教学的创新与发展,提升高职院校的教育教学质量与整体竞争力。

作为艺术的教学:爱与智慧——对话詹姆斯·加里森教授

现代教育常常以智力发展为优先而忽视情感、欲望等个体的主观感受。詹姆斯·加里森教授通过梳理西方知识传统,指出对各种爱和欲望的关注从柏拉图开始就是和智慧的获得紧密联系在一起的。渴望真正善的爱欲教育是实践智慧所必需的,实践推理是充满激情的理性。杜威继承了这一思想并发展出反对二元对立的一元论。正是因为这一点,杜威的思想与强调整体论的东方儒释道思想是相通的。对于教师来说,情感是身心智统一的一个子功能。因此,教师必须引导自己的爱欲来渴求对自己和对学生真正有益的东西。教师忽视自身与学生的情感和心灵会带来功能性失调,这会损害教师和学生的艺术性的、创造性的表达和道德发展。

论中国古代教育家的实践智慧——以好教师与好学生为原型的考察

新时代的教育家精神是对中国古代为学与为教、成己与成人师道精神的优良传承。孔子作为好教师的典范,存在于孔门弟子及孔门后学心中,并伴随着儒学地位的提升而逐渐发展成为全社会好教师形象的代表。仁智统一的学不厌与教不倦,在形式上表现为好学和善教,究其实质就是学为圣仁而不厌且教为圣仁而不倦。颜渊作为孔门弟子中好学生形象的代表,具有不违、善学、安贫、尚德的人格特征。孔颜乐处这一命题,经周敦颐、程颢、程颐、朱熹及王阳明等宋明学者的阐发,最终成为儒家学者所追求的最高精神境界。好教师与好学生构成的儒家理想教学活动,依循有序、善诱的教学工夫而达成欲罢不能的教学境界,体现了为学与为教、成己与成人之间的双重变奏及实践旨趣,这就是中国古代教育家的实践智慧。

人工智能时代教师智慧伦理的概念解读与实践向度

人工智能时代社会需求、教育伦理关系、教学情境等方面的改变使教师伦理面临诸多不确定因素,而“教师智慧伦理”作为一种新的伦理发展方向,能帮助教师创造性、系统性地解决问题。有鉴于此,从概念解析、概念预设、概念本质三个方面界定教师智慧伦理的内涵与形态,把握其基本特征与本质属性。在此基础上,从教师智慧伦理的角色向度、人文向度、技术向度以及空间向度四个方面探究教师智慧伦理的实践向度,以期为教师伦理发展的根本立场和价值定位提供有益的探索。

在反思中成长:质性研究方法的教与学

本文收录了作者在教授“质性研究方法”课程第6-8次课后写的反思笔记,包括如下主题:回应学生发言需要教师的实践智慧,师生相互理解是良好教学的保证,教师是否开放课堂涉及教学自主等伦理问题。这些主题涉及课堂教学中教师们通常会遭遇的困境,具有深入探讨的理论潜力和实践价值。通过分享作者的体验和反思,本文希望邀请读者对这些问题进行更加深入的思考和对话。

人工智能时代的教师行动:立场、特质及品格

在人工智能技术加持的全新场域中,教师作为教育实践活动的行动者,其在生存境况中确立行动立场、在“何以为师”中叩问行动特质、在主体复归中彰显行动品格是教师安身立命的关键所在。人工智能时代的教师具有三种基本存在境况:以谋生为功用的劳动,以技术为职能的工作和以生命为取向的行动。其中,只有行动才能使教师回应时代诉求,展现其存在的独特性、现实性和生命力。人工智能作为教师的一种行动视域,其行动特质需要在“教师是谁”“谁是教师”“何以为师”中叩问并得以廓清,其行动路向也逐渐明晰。教师行动作为人工智能对教师提出的时代命题,更需要教师在理性自觉、转识成智和生命品性中彰显其行动品格。

数字化时代背景下英语教师智慧教学的探索

数字化时代下,各行各业都对数字化能力提出了新的要求,在教育领域,“智慧教育”模式随之产生,为教学带来不同于以往的学习环境。特别是对于语言教学,数字化技术提供了新型学习方式和学习工具,同时也对英语教师数字化素养提出了更高的要求。探索智慧教学新模式、提升教师数字化能力,既是顺应我国教育体制改革的必然要求,也是实现教育强国目标的重要基础。

农村幼儿园教师消极倾听行为的表征及改进策略

随着学前教育的普及,幼儿园教师的倾听行为受到越来越多的关注。教师倾听行为分为积极倾听行为和消极倾听行为两种。积极倾听行为会让师幼互动更加顺利,让教学活动更加有效,更有利于幼儿的健康成长;消极倾听行为会影响幼儿的情感体验,破坏师幼关系,给幼儿成长带来不利影响。农村幼儿园教师受自身发展水平、师幼比、工作环境等因素的影响,消极倾听行为表现较多。采用访谈、实地观察等多种形式,深入了解农村幼儿园教师消极倾听行为的现状,并据此从幼儿教师自身和幼儿园两个方面提出改善建议,期望对农村幼儿园教师队伍建设提供帮助。