Research on Railway Engineering Experiment Teaching Principles Based on Virtual Simulation Experiment Teaching——Taking the Floating Slab Vibration Damping Track Virtual Experiment as an Example

Virtual simulation teaching is an addendum to the experimental teaching mode of railway engineering,and the two teaching methods complement each other and merge with each other.In view of the current research,there is little discussion about the integration path of the two above.Based on the connotation and design of virtual simulation teaching,this research systematically expounds the integration of the real path and path optimization problems,and puts forward the railway engineering experimental teaching principles based on virtual simulation teaching.On the basis of this research,a virtual simulation experiment platform for vibration mechanics and its application in the floating slab vibration damping track was developed to make full use of three-dimensional modeling,virtual reality,human-computer interaction and other technologies,which can realistically simulate the vibration law and vibration damping effect of the rail transit system,and in the hope that the virtual simulation teaching can be widely used in the experimental teaching mode of railway engineering in the future.

Undergraduate Business English Course Goals and Teaching Principles in the New Period

With the continuous acceleration of the global informatization process, many universities in China have set up a businessEnglish course. However, because the positioning of this subject is not clear and accurate, and the corresponding teaching require-ments are also different, it has led to a variety of university courses for this subject, so the teaching strategies are also not the same.Due to the particularity and importance of university business English, this paper combines the actual conditions of contemporarystudent development and the development needs of the society to define the objectives of the business English curriculum, andgives teaching principles and curriculum objectives that some college business English education should be followed.

Application of Communicative Principles in Classroom Teaching of Listening

In the listening teaching classes in colleges and universities, it is still a common phenomenon that the teaching is conducted in a fixed mode： explanation of new words, listening and doing exercises and then checking of answers. Interactive activities are scarcely held. This article focuses on the application of communicative principles in classroom teaching of listening. The theoretic support for this practice is provided and the conduct of the specific application of communicative principles during the pre-listening, while-listening and post-listening phases in classroom teaching of listening is discussed.

Exploration on 5E Teaching Principle-based Education for the Object-oriented Software Construction Course

Most current object-oriented programming courses offered by domestic colleges and universities generally focus on the object-oriented programming language itself,i.e.,the programming grammar of the language,but ignore the design pattern.However,design patterns are essential to software engineering because they can solve common problems in software design and improve code reuse,readability,extensibility,and reliability.Our Object-oriented Software Construction Course is creative since it aims at cultivating students’object-oriented thinking as well as basic abilities required to construct high-quality,object-oriented software.Specifically,we exploit the 5E teaching principle during the education of this course,and present the whole pipeline in the paper.We also provide one case of the factory pattern to further demonstrate the implementation of the 5E teaching principle in the course.The effect of the 5E teaching principle has also been demonstrated.

The Optimization Research on College English Classroom Teaching Under the Network Environment—Based on the Feedback Report of College English Stratified Teaching in SASU

According to the requirements of College English Teaching Guide,together with the freshmen’s majors and the actual English level in SASU(Sichuan University of Arts and Science),College English stratified teaching has been implemented in SASU since 2016.In order to completely master the teaching effect of the stratified teaching in the past four years,a questionnaire survey on College English learners has been carried out.On the basis of the feedback report and the teaching principles of College English under the network environment,this paper puts forward the optimization strategies and rectification suggestions.

Teaching Reading in College English with Online Platforms as Teaching Aids

The development of reading ability in English is one ofthe major pedagogic goals in College English Curriculum Requirements(2020).This paper discusses the objects and basic principles of teaching reading in college English and then analyses three steps in teaching reading with the aids of online platforms such as Chaoxing and Unipus campus.The teaching practice generally follows the sequence ofpre-reading session of engaging students,article-reading activities and follow-up activation.Among these,how to strike a balance between language and content,how to integrate reading skills into reading tasks and how to encourage global comprehension are attended to.It is concluded that combining classroom teaching with online platforms as teaching aids is an effective way to enhance learner'sreading ability.

Principles and Practice in Communicative Language Teaching

本文讨论语言交际教学法的原则和实践问题,分为五个部分。 (一)学生的特点 学生的情况千差万别,才能、兴趣、需要、欠缺各不相同,交际能力、对待语言的态度、注意力、持久力、理解力、学习作风与“策略”、自觉性、主动性、出身与学历、语言天分,乃至学习动机等等,无不彼此各异。如不设法适应这种种差异,就难以使学生充分学到东西。 (二)增进学习效果的条件 (1)学生必须知道学习的具体目标,并且知道如何评判达到目标的程度。为此,目标就要定得具体,学生要参加决定学习目标,师生共同决定评判学习成绩的标准。(2)必须允许学生按不同方式、不同步骤,学习不同的东西。(3)应当鼓励学生在课堂上进行语言交际,多多与同学进行有目的、有话题的交谈。在读和写上也应彼此切磋琢磨。(4)应当把课堂当作现象台,让学生看到外面的世界,应当象理科和史地教学那样,鼓励学生走出课堂,收集资料,用英语与人交谈,不应把他们禁锢在教室和课本之内。还要把课堂变成实验室,师生共同进行语言和学习上的试验。(5)应当允许学生各自选择实现学习目标的不同途径、作法和活动。(6)课堂上有几十个学生各行其是,这就产生如何掌握课堂的问题,唯一办法是由教学双方共同分担学习的责任,使学生与教师协同动作。(7) 学习就是学习处理问题,要让学生时时面对问题,而不能象通常所做的那样,总是预先替学生排除困难。 (三)改进学习过程的课堂活动 可以从六个特征来判别课堂活动能否促进学习。(1)是否让学生从若干种活动中作出自己的选择,以达到他们参加确定的目标?允许这样做,学生将会各显其能,效果胜似由教师一手包办。例如教师往往布置给学生有趣的读物,读完却向他们提些乏味的问题;假如让学生自己提问,结果必定更有意思。(2)是否让学生自己决定进行一种活动的不同方法和手段?例如培养阅读技能,为何总是布置一些枯燥乏味、目的不明的短文,提些千篇一律的问题?为何不让学生自己提问题?而且不一定要读完再提,可以边读边提,甚至本读先提。(3)是否让学生对所进行的活动各自做出不同的贡献?教师和课本往往无视学生的差异,鼓励他们作清一色的反应,这种作法只会妨害学习。数、理、化教师绝不限制学生按一个模式思维,语言教师也理应避免。(4)是否让学生学习不同的材料?现在学生在课堂上常常学习一样的课文。可否变变花样,让学生学习有关同一主题的不同来源、不同内容的材料?(5)是否让学生自己提出怎样评判一种学习活动?一般都是由教师评判,学生不知道评判的标准,不知对在哪里,错在哪里。其实可以让学生提出评判方法,师生共同拟定标准。(6)是否让学生自行决定进行什么活动?学生能想出更多的好主意。他们在堂下就常照自己的办法行事,为什么在堂上就不可以? 有四种基本的解决问题的活动方式,经常用得着:(1)让学生各抒己见,各提情况,然后集中起来,得出各种可能的答案。让学生提出问题,进行试验,寻求答案,而不是由教师提供现成的答案。(2)让学生各抒己见,各提情况,然后集中起来,看看应当得出什么结果,从不同观点中找出某种折衷的解决,还是应当允许有几种不同的答案。(3)向不同的学生提供不同的情况,由全班学生把各人所得情况汇总起来,求得问题的解决。 (4)要求学生分头收集有关一定题目的情况,拿来与某项现有资料作比较,使学生在调查、提问、阅读、写作等活动中使用语言以达交际目的,并集中各人所见,取得更全面的结果。 (四)教学活动的题目和内容 不仅要包括语法、语音、词汇等,还应当包括交际功能:(1)在语言形式(如疑问句等句式)之外,还要加上功能项目,即用语言做什么事,如询问、回答、邀请、讨论、表示同意或不同意等等;还要加上“策略”,即针对具体情况使用适当得体的话语,组织连贯、有力的言辞,例如在交谈时如何开场、收尾,必要时如何打断对方等。(2)选择对学生有意义、能使其感兴趣的主题。教材中要包含要学生解决的问题,提供讨论、评价的事情,对各种具体活动的详细描述,如交谈、讲演、写信、拟说明书、广告稿之类,亦即学生将来用得上的英语交际事项,而不是来自童话世界的东西。(3)还要考虑到特定交际活动涉及的具体言语行为,如指示、描述、鼓励、警告、禁止等等。除了读写材料,还要扩大到听的材料,包括广播、电视材料。材料来源也要多样化,展览、旅馆、公私团体,无不可以提供材料。课本中的课文可以作为起点,但如以此为限,很快就要失去效用。 (五)教师和学生的作用 教师本应是有高度才智和教养的人,但在课堂上却常把教师当作机器人,做些点名、谈话、提示、发问、检查、记录、管束学生之类的事情。应当鼓励教师做真正的教师应做的事情:(1)观察学生的活动,与学生一起作出评价;(2)参加学生的活动,而不是置身局外。(3)进行试验,通过提出问题、布置课题来研究学生的学习情况、交际能力和交际“策略”。 有人指出,善于学习语言的学生具有以下特点:(1)经常探寻意义;(2)乐于练习;(3)时刻体察自己的语言表现;(4)对所学语言及其使用者持积极的态度;(5)善于对语言材料、语言使用规律进行推理和猜测。据此应当如何对待学生?归纳起来不外:一、必须使学生具有独立学习的精神,教师的职责在于帮助学生学会更有效果、持之以恒地进行学习,为此就要使其掌握正确的学习“策略”;?

University English Teachers' Sense-Making of Their Classroom Practices

This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a conceptual framework for practice, which comprises teaching principles and strategic intentions. It reveals that teachers＇ frameworks for practice are an interwoven system of their most strongly held beliefs in language teaching and their perceptions of their teaching contexts, and that teachers＇ own learning and teaching experiences are important influences on their conceptualisations of classroom work. Findings of this research have implications for language teacher education and development.