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。

A Narrative Research on Affordances for EFL Student Teachers＇ Learning-to-Teach Beyond the Classroom＊

To become a qualified EFL （English as a Foreign Language） student teacher who can take an English teaching job in primary or high school after graduation, he or she must learn and use teacher knowledge inside and outside the classroom. Adopting a narrative research, this paper discusses eight excellent EFL student teachers＇ perception of affordances for learning to teaching beyond the classroom based on the theories of affordance and niche. The results show that perceiving many affordances for learning to teach in their niches is of great significance for student teachers to improve their teaching competence. To make student teachers become qualified, we teacher trainers should not ignore the importance of leaming-to-teach beyond the classroom.

The role repositioning of teacher and student in the process of knowledge internalization under flipped classroom

Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.

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.

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.

On Improving the Classroom Environment of English Learning in College

This paper, firstly, acknowledges the importance of classroom environment and the problems existing in the college English classroom. And then, it offers some ways of improving the classroom environment which is very critical to evaluate educational programs and curriculum and provides guidance to teachers who are eager to boost their classroom teaching.

Study on the Four from Deming's Fourteen Steps to TQM in Classroom Teaching

The writer aims to study on the four important ones from Deming's fourteen steps to Total Quality Management ( TQM) in classroom teaching,to analyze the steps from the aspect of classroom teaching and discuss the feasibility of the issues by providing various measures and by using different managing approaches.

The Discourse Analysis of An English Classroom

Through the analysis of discourse in classroom, this essay aims to analyze the objective description of classroom teaching. The analysis reflects the joint contributions of the interactions of teachers and students in the classroom. The importance of this essay can be reflected in terms of two facets: theoretical significance and pedagogical implications.

Kinds and Levels of Questions Raised by EFL Teachers and 10th-Grade Students Through Classroom Interaction

The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.

Applying Politeness Strategies in Teacher Talk to Increase Students Participation

Based on Brown and Levinson's face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to learn some politeness strategies and employ various politeness strategies to maintain and enhance students' face to spark their motivation to participate in the interactive activities so as to develop their language control.

Teacher and Student Roles in Chinese Culture

Nowaday, going abroad to further education has gained the greatest popularity among chinese students. Majority of these oversea students may suffer from some problems in their cross-cultural classrooms, even though they are excellent in their own country. Chinese learners are frequently labeled as"passive learners", compared with other foreign learners. The teachers in foreign countries may also play a sharply different role in teaching. These problems have already attracted some education experts and researchers'attention and a few research programs and experiments have been conducted. This paper will adopt Tweed and Lehman (2002)'s Confucian-Socratic framework to systematically analyze student and teacher roles in Chinese culture and communicative norms of the students and teachers in Chinese contexts. A better cross-clutural classroom will be built on the basis of foreign teachers and chinese students'mutual efforts on understanding each other's culture background.

What Type of Teacher Leadership Function Effectively in ESL/EFL Classrooms?

Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.

An Analysis of Teacher Talk in an EFL Classroom

In order to promote the efficiency of teachers’teaching and students’learning,based on the naturalistic inquiry,the study mainly describes the typical features of teacher talk.High quality language input rely on the teaching materials and curricu⁃lum design,more importantly,it relies on the teacher talk to express and explain language knowledge.The teacher talk has an influ⁃ence on learners’learning attitude,classroom performance and the learning process.If used appropriately,the teacher talk can pro⁃mote the communication as well as inspire students to participate the classroom interaction.

Reflection on Classroom Teaching Innovation Triggered by Non-Engfish Majors＇ Evaluation on Chinese and Foreign Instructor＇s Pedagogies

Non-English majors＇ evaluation on teachers is a vital way to get feedback of English language classroom teaching and learning. This paper reports on a study which used a discourse-analytic approach to look into the existing problems in English classroom teaching at undergraduates＇ level. The ways of searching solutions for the problems are also discussed.

Changes in Practicing Teachers’ Self Efficacy in Teaching Scientific Inquiry

Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with science teachers’self-efficacy in instructional strategies,classroom management,and student engagement in teaching scientific inquiry.A questionnaire was used for data collection from 47 practicing teachers in state schools in 2018.A General Linear Model(GLM)Univariate analysis using SPSS 21.00 programme was used for data analysis.Fact findings revealed that mean perceived self-efficacy in inquiry-based instruction was considerably high irrespective of gender,education level,and teaching experience.Neither teacher self-efficacy in student engagement nor classroom management did not show statistically significant difference according to gender,education level,and teaching experience.However,results concluded that science teaching experience was a significant predictor of self-efficacy in instructional strategies of inquiry-based instruction.

Talk in the Second and Foreign Language Classroom: A Review of the Literature

Classroom interaction has long been a rich site for scholarly research,as attested by the sizable body of literature surrounding classroom discourse.This paper reviews three frameworks currently informing studies of L2and FL classroom talk,with a focus on qualitative analyses of turn-by-turn talk between teachers and students,and amongst students themselves.Findings from studies working within(1)language socialization and sociocultural theory,(2)critical discourse analysis,and(3)conversation analysis are explored,along with the ways in which these frameworks complement and complicate one another.Finally,we briefly consider possible areas of further research and implications for teacher training.

课堂师生互动行为的机器分析研究

素质教育的主要阵地是课堂,而课堂的主体是教师和学生,两者进行交流最直接的方式就是课堂师生互动,课堂师生互动分析一直受教育工作者的高度关注.该研究采取改进型弗兰德斯编码(IFIAS)理论,根据编码原则对23个课堂实录视频进行编码.在编码类别统计后,利用主成分分析和密度聚类算法,实现基于机器学习的课堂师生互动风格分类,最终将课堂分为学生中心式、师生互动式、教师中心式三个类别.该研究拓展了弗兰德斯互动分析系统的理论价值,为课堂分析提供了一种新的分析方式.通过分析得到许多课堂相关的特征,可以提升课堂师生互动分析的效率,同时为教师提供改进课堂教学的方向.