An Approach to Teaching Oral English

Introduction English has become an international language in the world. In the 21st century, information and communication and the globalization of the economy enable people all over the world to communicate with     

Overview of Teaching Grammar

Though introducing different attitudes toward teaching grammar and summarizing some practical methods, English learners and teachers can draw on useful experience.     

Conceptions and Beliefs About “Good Teaching”: An integration of contrasting research areas

Previous research on conceptions of teaching comes from three distinct areas. The first is based on interviews with students and staff in higher education, the second involves the investigation of the conceptions and beliefs of schoolteachers, while the third derives from more general consideration of the nature of conceptions themselves. The empirical study reported here drew on these differing research areas to distinguish between beliefs and conceptions about good teaching and to explore their possible origins. The data came from student teachers, but the findings contribute to current thinking about conceptions of teaching in higher education. Bringing the empirical findings together with the three areas of previous research enables a more complete concept map to be drawn to summarise what may underlie the notion of “good teaching”.     

Accessibility in post secondary education： Application of UDL to college curriculum

The inclusion of students with disabilities at the university is a relatively new occurrence in the field of special education. Although legislation in the United States has supported the acceptance of students with disabilities at the post-secondary level, it has only provided minimal support with the emphasis on the learner rather than the curriculum. Now we are looking for multiple ways for students to access learning and demonstrate mastery. Universal Design for Learning （UDL） is currently seen as a means to reconceptionalize curriculum. This study examines the experience of four professors and their effort to use a Classroom Performance System （CPS） as part of reformatting their courses using UDL. The Center for Applied Special Technology, CAST （2001） states that the goal of Universal Design for Learning is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to classroom curriculum. This paradigm shift echoes the move in special education from a deficit model to a minority rights model put forward by Hahn （1989）, and which is the basis of inclusive educational philosophy. Together inclusion and UDL create learning environments that strive to serve all students. This research describes the implementation of clickers as part of the CPS program in college courses in a special education teacher preparation program. The case study demonstrates how technology can provide access for all learners with positive outcomes such as increased participation and application of knowledge. It also illustrates some of the difficulties in making this pedagogical paradigm shift particularly in the use of technology, and the value of overcoming the existing barriers in place.     

An Analysis on Teaching Reform of Tourism Psychology

The goal of tourism education in Chinese undergraduate course is to develop the student with ability of the application, the skill and meet the demand of the post for the administration of tourism. The tourism psychology took the core role of tourism specialty, whose educational model, the content, the teaching method, the way of examination and so on. Therefore, we should view the vocational ability upon the central idea, enhancing the dynamics of educational reform, increasing the teaching efficiency.     

Durability problems with explicit instruction in an EFL context： the learning of the English copula be before and after the introduction of the auxiliary be （Ⅰ）

The purpose of this study is to investigate the durabilityof the effect of explicit and implicit instructions on beginningEFL learners' learning of the copula be.The study intends toexamine whether or not the effect remains after the auxiliarybe of the progressive is introduced.Three groups of 89Japanese junior high school students participated in thequasi-experiment.One group was given explicit instruction on     

On Reforms of College English Teaching Methods

With the development of the society, College English has been attached Great importance college English teachers as well as English educational scholars have made great attempts to find out the most scientific way of teaching. By studying some major English teaching methods which have greatly influenced China college English teaching and the current situation of college English teaching, this paper presents an integrated approach, which is expected to be a great help to college English teachers.     

University students＇ conceptions about the concept of gene： Interest of historical approach

Concepts of genetics are often difficult to teach, specifically the central concept of gene. Even the scientists disagree when defining this concept. This paper investigates university students＇ understanding about the gene and its functions. The results show the dominance of two conceptions of the gene： the Neoclassical model and the Mendelian model. The existence of hybrid conceptions and the lack of the modern model show that students are unable to mobilize the knowledge taught in biology. These results suggest to improve the teaching methods of genetics, for instance, by developing activities that bring students face to face with their conceptions.     

An approach to develop physics student teachers＇ skills of using instructional technology

It is very important to develop student teachers＇ skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers＇ gained skills of developing and using TGMs （teacher-guided materials） based on integration of technology on physics education in STMC-Ⅱ （Special Teaching Methods Course-Ⅱ） for pre-service physics teachers was evaluated. The study was conducted with 33 physics student teachers in KTU （Karadeniz Technical University）. Student teachers were required to develop and present TGMs, which were based on principles of special teaching approaches and techniques and integration of technology through instruction. The data of the study were gained from semi-structured interviews conducted with 14 student teachers, observations of the lessons conducted by each student teacher and document analysis of the student teachers＇ diaries collected during the term. The student teachers stated that STMC-11 was a very helpful experience to gain teaching skills. It is believed that all these activities, which are designed and performed in the classroom by student teachers during STMC-Ⅱ course, will not only prepare them for their teaching but also help them gain basic experiences that they will need in their future career. At the end of the process, it is concluded that all the student teachers gained nearly the whole defined aims--skills and knowledge of the STMC-Ⅱ. The implementation process should be organized very well to have advance of gaining many skills together. Key words： physics student teacher; STMC-Ⅱ; the skills of developing TGMs and integration of technology     

A cognitive-situative approach to understand motivation： Implications to technology-supported education

Technology-supported education has become increasingly important and popular. Although it has long been claimed that a technology-enhanced learning environment is often more motivating than its traditional counterpart, not too many inspiring empirical studies have been carried out. In this article, the traditional approach in the motivation research field and its limitations are reviewed, based on which, a new perspective on motivation, a cognitive-situative approach, emerges. It is argued that this new approach might be more applicable for understanding motivation in technology-supported education settings, thus possibly bringing more implications for pedagogical improvement. The authors also propose a new research methodology be taken for studying motivation from a cognitive-situative perspective.     

Current Developments in Research on the Teaching of Grammar

With the rise of communicative methodology in the late 1970s, the role of grammar instruction in second language learning was downplayed, and it was even suggested that teaching grammar was not only unhelpful but might actually be detrimental. However, recent research has demonstrated the need for formal instruction for learners to attain high levels of accuracy. This has led to a resurgence of grammar teaching, and its role in second language acquisition has become the focus of much current investigation. In this     

A Study of Washback of CET-4 on College English Teaching and Learning

<正> This paper is a report of an empirical study of the washbaek effects of CET-4 on College Englishteaching and learning in ordinary teacher's colleges.The results of the study show that the skills,the activities andthe materials used in test preparation classes were solely consistent with those required in CET- 4;and that thenature of the impact of CET-4 on a variety of aspects of College English teaching and learning is both positive andnegative,but there are far more positive effects than negative ones,and,as a whole,the CET-4 can effectivelypromote the teaching and learning of College English.     

The effects of constructivist learning environment on prospective mathematics teachers＇ opinions

To explore the effects of constructivist learning environment on prospective teachers＇ opinions about ＂＇mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity＂ taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics Education at the Department of Science and Mathematics in Buca Education Faculty at Dokuz Eylul University were divided into two homogenous groups. In order to do this segmentation, Minimum Requirements Identification Test was developed and used by the researchers. This test includes concepts like ＂＇set＂, ＂correlation＂ and ＂function＂, which are required to understand Cantorian Set Theory. While the control group was taught by traditional methods, a teaching method based on a constructivist approach was applied to the experimental group. Data were gathered by an open-ended questionnaire administered to total 40 students, 20 from the each group. Collected data were evaluated through content analysis. In the end, despite the minor differences, no statistically significant difference was found between the opinions of control and experimental groups about mathematics （χ^2calculation=2.578, SD=3, p〉0.05）, department of mathematics （χ^2calculation=3.185, SD=3, p〉0.05） and discrete mathematics （χ^2calculation=4.935, SD=3, p〉0.05） after the instruction. However, opinions about Cantorian Set Theory were significantly differentiated between experimental and control groups after the instruction （χ^2 calculation= 13.486, SD=2, p〈0.05）.     

浅论数学课程教学设计思想

教学设计是指教师以现代教学理论为基础,为优化教学效果而制定实施方案的系统的计划过程.我们的教学设计必须以学习者为中心.基于这种以学习者为中心的教学思想,本文尝试浅谈数学课程的设计.