A Comparative Study of Classical Chinese Teaching in Junior High School about Analects of Confucius Chapter 12

“Analects of Confucius”is an important carrier of outstanding traditional culture of our country,and“The Ministry of Education”junior high school Chinese textbook seventh grade volume of the third unit of“<Analects>12 chapters”included 12 chapters as learning content.In the actual teaching,Xiao Pei-dong teacher teaching reading as self-reading,let the Analects of Confucius into the students’hearts.Mr.Xu Jie stimulates students’interest by reading Chinese teaching,teaching with culture and teaching in activities.Teacher Zhu Xingxiang guides students to use the method of mutual verification,to explore“the joy of learning”,“the joy of having friends”and“the joy of gentleman”,and to learn Confucius’s optimistic life attitude.The three teachers have different teaching methods,each with its own characteristics,but all reach the same destination,aiming at improving the core quality of students,which has important reference significance for the teaching of classical Chinese in junior high school under the new curriculum standard.

In the Non-target Language Environment Immersion Teaching Design of the Chinese Writing Course

At the intermediate and advanced stage of the international Chinese education, Chinese writing is one of the important skill courses, one of the difficulties of learning Chinese. For a long time, because its acquisition is so difficult, but it cannot get rid of the inefficiencies and a lack of attraction of the traditional pen and paper training, it has become one of the teaching problems to be solved urgently in teaching research community. In the non-target language environment, the use of limited time and space in the classroom to training students＇ Chinese writing skill is an important task of the intermediate and advanced Chinese teaching. At the cultural environment in Westem Europe, learners＇ awareness of democracy and freedom are very strong, they are active, rich in their thinking, the interesting, challenging, and immersive of training activities are more attractive to students Immersion teaching design of the Chinese writing course is such a lively, fun, and interactive new design. This paper discusses the design method and a characteristic of immersion teaching Chinese writing course in the non-target language environment, analyzes its design basis and practice principles, and puts forward some suggestions on the application of this type of design.

Differential effects of teaching approaches on Chinese EFL learners of different writing abilities

To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify the relationship between these different approaches and the different writing levels. The results are the ＂product approach＂ is more helpful to the learners with lower writing level; whereas, the ＂process approach＂ is more effective to ones with higher level. Furthermore, the teaching approach itself cannot affirm the superiority and inferiority, and it would not be at work unless is applied for corresponding learners.

Advantages of Malaysian Teaching Writing Strategies——Compare and contrast with Chinese teaching writing in schools

The purpose of this paper is to find out the advantages of English teaching strategies of writing in Malaysian secondary schools through compare and contrast of the teaching strategies in China and Malaysia. The study of this paper focused on the views of the writing skills from Malaysian secondary schools.

Strategies of Teaching English Poetry

This paper deals with how to teach appreciation of English poetry in college by analyzing the following items： introduction of the concept, content and writing style, the realistic meaning, multi-media aided teaching and translating English poetry into Chinese.

Teaching Writing Contrastively： Contrastive Rhetoric in the Teaching of Writing

Writing fluently and expressively in English is a necessary skill for communication, as well as a required skill for Chinese students at the tertiary level. Since college students have already been trained on their Chinese writing skills for a considerable length of time and are able to write in Chinese quite successfully, the application of contrastive rhetoric in the teaching of English writing is very effective. This paper explores the possibility of teaching English writing to Chinese students at the tertiary level and proposes an approach to this teaching model.

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

A comparative study of differences in writing strategies among Chinese EFL learners, overseas Chinese ESL learners, and Northern American ENL learners

This paper concerns study of learning strategies from language learners. In the light of the types and models of strategies found in the study of ESL （English as a Second Language） learners＇ strategies abroad, the authors have summed up and induced 3 group learners＇ writing strategies stated in their reports, with which they have designed the surveying tool by using factor analysis. And then, the authors use descriptive and 1-way ANOVA （Analysis of Variance） analysis of SPSS16.0 （Statistical Program for Social Science） to examine the differences of strategies used by EFL （English as a Foreign Language） learners in China, overseas Chinese ESL learners in Northern Americas and Northern American ENL （English as a Native Language） learners. It is concluded by he results of the study that ENL and ESL learners are good at using various writing strategies. And there are significant differences in using writing strategies between ENL/ESL learners and EFL learners. The authors also conclude that the differences between ESL group and ENL group are not significant, much less than the ones between ESL group and EFL group. The authors make comparative analysis on the causes to the findings on the aspects of class teaching approaches and language learning surroundings, which bring out implications for teaching of English writing in China.

An Analysis of Lexical Errors in Chinese Senior One Students' English Writing

Lexical errors made by language learners frequently in the language learning process play a significant role in language teaching and learning. This paper, based on the theory of error analysis, mainly analyzes lexical errors made by Chinese senior one students in their writing and aims to find out the main types of lexical errors and the most frequent lexical errors in their writing. The results are of great significance and importance for language teaching and learning.

Narrative Self-Healing:Analysis of the Benefits of an Integrated Listening,Reading,and Writing Course for Chinese Colleges

This study is based on postmodern narrative therapy.The action research approach was adopted to explore the self-healing experience and the reflections of teaching and learning in an integrated listening,reading,and writing course for Chinese colleges.The objectives of this study were as follows:(1)to assist university students in narrative self-healing through this course;(2)to explore the reflections and insights of this teaching action research.This study was conducted at National Dong Hwa University(Taiwan,China)with its faculty members,research assistants,and 330 college students.The teaching plan was implemented in six classes over four semesters.This study found that human beings have the ability to heal themselves and that an integrated course covering reading narratives,listening to narratives,and writing trauma narratives can help college students heal themselves.

统编初中语文教材写作板块的修订理路与教学进路

统编初中语文教材写作板块的修订遵循“守正创新,稳中求进”原则,保留了原教材的优势和特点,落实《义务教育语文课程标准(2022年版)》的理念、目标与要求,在写作观、写作类型、题目设置及写作指导等多个方面进行了调整。具体包括:新增五个写作专题、合并部分重复的内容、剔除过时的专题、改良写作题目以及进一步完善写作指导系统。新教材强调情境任务写作、交际语境写作、思辨写作、创意写作等新型写作,注重培养学生的新型写作能力。为适应新教材,要强化写作教学的重要性,形成写作教学的专门化意识;坚持素养导向,树立写作新理念和新写作教学观;基于循证实践,提高写作教学的专业化水平;基于不同的写作类型,采用相应的写作教学策略;注重写作过程指导和写作支架、活动和策略设计;用足、用好教材,发挥教材资源的主渠道作用。

基于MS OFFICE的古文字工具书自动编纂技术简论

充分发掘MS OFFICE套件中Access和Word的交互功能,在VBA代码的支持下,可以完美实现古文字工具书的自动化编纂。本文探讨了古文字工具书的技术特征,提出了自动编纂的技术实现方式,并总结了其优势。

基于研究生创新能力提升的Seminar教学模式在中医经典课程中的探索

创新能力培养是提升研究生教育质量的核心要素。目前在中医研究生教育中,存在着课程模式单一、中医经典课程重视不够、缺少融合贯通等问题从而导致学生创新能力不足。基于此本课题根据中医经典课程的课程特点和研究生的学情,探索和实践Seminar教学模式在中医经典课程中的运用,力图改善中医经典教学的相对单一封闭的教学模式,真正实现“以学生为主体”。Seminar教学模式有效融入中医经典教学中,对于提高学生创新能力、提升研究生教学质量、实现课程资源共享和整合、深化教学改革都具有重要意义和作用。

小学古诗词跨学科教学问题与策略

古诗词教学在提升小学生语文核心素养中发挥着重要作用,跨学科学习是小学古诗词教学的一种行之有效的方式。通过对广东省115名小学语文教师进行问卷调查,发现当前小学开展古诗词跨学科教学时存在如下问题:部分跨学科教学流于形式;教学形式单一,缺乏创新性;教学实施过程中脱离小学生学情。教师可通过熟悉跨学科学习任务群内容,明确把握跨学科学习的教学目标;多角度提升综合素养,创新跨学科教学形式;了解其他学科的课标内容,找准符合学情的跨学科教学关联点等策略,为小学古诗词跨学科教学提质增效。

中医经典与临床病例结合的教学方式在中医肿瘤科临床教学实践中的应用效果

目的探讨中医经典与临床病例结合的教学方式在中医肿瘤科临床教学实践中的应用效果。方法选择2021年5月至2022年3月每个周期来上海中医药大学附属普陀医院中医肿瘤科学习的108名医师为研究对象,根据教学方法的不同将其分为常规教学组和经典教学组,各54名。以肿瘤常见病症为课程试验对象,常规教学组应用常规内科学教学方式,经典教学组应用中医经典与临床病例结合的教学方式。比较两组的教学效果。结果经典教学组学生的学习主动性、临床思维能力、自主学习能力、小组合作学习能力及探究学习能力评分均高于常规教学组(P<0.05)。经典教学组学生对病症认识、中西医关联理解、方药认识、经典医籍认识、经典医籍兴趣、论文写作启发的熟悉度高于常规教学组(P<0.05);经典教学组教师对教学方法的熟悉度高于常规教学组(P<0.05)。结论中医经典与临床病例结合的教学方式在中医肿瘤科临床教学实践中的应用效果良好。

中医经典实践技能实训教学模式探索

中医经典著作是中医学思想精华的集中呈现和整体学术发展的基石。在教学实践中针对首都医科大学中医学专业本科生经典教学过程中存在的问题,开设了中医经典实践技能实训创新课程,通过构建虚拟仿真平台、运用PBL教学、模拟标准患者诊疗等,线上线下多种教学方法并举开展教学,旨在培养学生中医思维,提高学生临床辨证综合能力、拓展临床思路。

INTEGRATION OF TRADITIONAL CHINESE WRITING AND PROCESS WRITING APPROACHES IN TEACHING EFL WRITING

This paper adopts a pedagogical approach to theteaching of English writing to EFL learners of interme-diate or advanced level in China.The teaching ofwriting has been a problem to Chinese EFL teachers fora long time.On the one hand,they want to make anattempt to adopt fashionable and effective Englishwriting approaches,like process writing.On the otherhand,they are frustrated by the traditional Chinesewriting method.Some of our language educators arealways struggling against the influence of our tradi-tional Chinese writing method.A negative attitudetowards our mother tongue writing approach has beenestablished or accepted by most of our EFL teachers,which result in the EFL learners’panic in their Eng-lish writing course because they are afraid of being ac-cused of writing a Chinese composition in Englishwords.Needless to say,this kind of teaching stylecannot be effective and is frustrating instead.The au-thor presents an integrated and practical solution tothis problem and discusses the applicability of the ap-proach.The author discusses how we can effectivelyintegrate the traditional Chinese writing method andthe popular process writing approach in teaching Eng-lish writing.

应试学习者的英语写作定向动机流研究

在二语习得领域,定向动机流指习得过程中高强度的动机体验,研究其规律对于二语学习者和二语教学者具有重要意义。文章通过追踪调查4名考研大学生的英语写作训练前、中、后的动机强度,考察其英语写作定向动机流的变化情况、启动和终结的时间节点、在过程中与写作成绩之间的相互作用,以及其强度与参加考研次数之间的关系。研究发现,随着写作的推进和考研时间的临近,动机会越来越强且波动减小,考研大学生的定向动机流有明确的启动点且不与目标确立点重合,但没有确切的终结点,在写作训练过程中英语写作的动机和写作成绩之间有较强的相关性,其强度与参加考研次数呈正相关。

基于培养学生中医思维目标的经典课程教学方法探讨

中医思维体现和影响着中医人的素质和修养,是成就高水平中医师的一个不可或缺的重要因素。在“健康中国”国家战略方针的指导之下,随着“新医科”的建设与实施,中医思维成为新时代中医学人才必备的关键能力。因此,如何培养和构建中医学生的中医思维能力成为中医药高等教育质量内涵建设的重要课题之一。基于此,文章将从渗透传统文化、“点破”思维方法、重视思维训练三个方面略谈在经典课程教学中的一些粗浅体会,以供同道参考。

电写汉字是信息时代的大势所趋

汉语难学的根源在汉字,而认读汉字并不难,难的是用手写出来,因此我们推荐电写为主的汉字教学模式。世界进入电写时代,更不应该让汉语落在其他语言的后面。电写为主的汉字教学模式为老师卸下沉重的负担,为学生开通便利的捷径,既解决了汉字的手写难题,也可以把汉字的可视化认知优势充分发挥出来,从而降低学习汉语的难度,这使得汉语有可能从最难学的语言变为最好学的语言。