大学阶段英语学习策略与方法

本文在国内外专家有关英语学习理论的基础上,针对目前大学生的英语学习现状,对英语学习中的常见问题进行了归纳和分析,并提出了切实可行的解决办法。在听、说、读、写、译五个方面,举例阐述了它们之间相互作用、相互影响的辩证关系。采用正确恰当的英语学习策略与方法,在求知渴望及终身学习的理念驱动下,不间断的自主学习最终可以成为一个成功的语言学习者。     

国际学生对在线课堂学习支持的需求

此文研究了英语非母语学生,在美国某所公共大学网络课堂上学习时候所需要的帮助和支持。建立在网络教学文化差异研究的基础上,本研究关注这些学生在网络学习中可能面临的各种挑战(语言、文化、社交)等。研究揭示了这些挑战在这所大学网络课堂上的显现,并且建议了教学改进方法,比如教师应该更多地理解不同文化背景学生的学习方法和技能,从而改进教学设计和实施。     

高校辅导员与学生线上谈心谈话的工作方法

与学生进行谈心谈话是高校辅导员工作中的一项重要内容,是辅导员拉近与学生距离,了解学生思想动态、心理状况以及生活学习等情况的重要途径。当前处于新媒体时代,新媒介和平台在辅导员开展日常工作的过程中扮演着重要角色,开展线上谈心谈话也成为一种必然。     

网络英语自主学习环境下的生态危机及对策研究

拟从生态学的角度对英语网络学习中的生态危机进行分析,通过描述主体因子内部之间、主体因子与环境因子之间互动失衡的各种具体表现,提出了相应的对策维护英语网络自主学习环境的生态平衡。     

引导学员上网学习的策略

“在开放教育中,网络学习是一种非常重要的学习方式,但是学员进入到以网络学习为重要方式的自主学习,需要经历一个适应过程,为了促进学员更好地适应。还必须运用相应的策略：首先,作好心理准备、思想准备和技术准备,这是引导学员上网学习的前提;其次,要多方引导、全员指导、全程督导,这是促进学员上网学习的有效手段;第三,必须制度保证、管理创新,监控落实,这是促使学员上网学习的保证．     

Professional Development for Teachers Working with International Students

The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional development programs to support the immediate and changing needs of teachers working with the diverse international student cohort. However, to date, teacher professional development in response to the growing population of international students has not been an explicit focus of empirical study and theoretical conceptualisation in VET research. This study responds to this paucity. It draws on a broader three-year research project funded by the Australian Research Council (2014–2017) that involves fieldwork, participation in and observation of staff professional development activities and interviews with 102 VET staff in Australia. It uses positioning theory as a conceptual framework to examine how VET teachers position themselves and their professional development needs in response to international students. The results call for a critical need to re-examine the focus of the current professional development programs offered for VET teachers. The current context requires teacher professional development in international VET to focus on developing teachers’ capabilities to re-examine their pedagogical beliefs and practices and to understand international students’ various needs and cultural backgrounds. The study also stresses the importance of ongoing professional learning to equip teachers with the skills and knowledge to appropriate their pedagogical practices in response to the critical need to prepare all students for the intercultural labour market and to use students’ diversity as a resource for teaching and learning.     

Online Learning Self-Efficacy in Students With and Without Online Learning Experience

A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the twenty-two-item scale was completed by 338 postsecondary students with and without online learning experience. Separate principal components analyses were performed using data collected from participants who had and had not completed an online course. The results were similar for the two groups. A three-subscale structure was selected for use with all individuals. The three subscales represent items concerning (1) learning in the online environment, (2) time management, and (3) technology use. The reliability and validity of scores on the OLSES was explored through group comparisons and correlations. Suggestions for the use of the instrument with other populations are discussed.     

Utilization of Counseling Services: Comparing International and U.S. College Students

Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed.     

大学生在线学习体验:影响因素与改进策略

基于全国高校质量保障机构联盟(CIQA)和厦门大学教师发展中心联合开展的线上教学情况调查(学生卷)中的文本数据,采用LDA主题模型对学生的评论进行文本挖掘,分析新冠肺炎疫情暴发期间学生在线学习体验的影响因素,结果发现,学生在线学习体验的影响因素依次是教师教学、学生自主学习能力、平台和技术硬件设施等。为此,高校线上教学应从强化教师线上教学信息素养、增强学生线上学习适应能力、加大环境支持、补齐线上教学技术短板等方面进行改进。     

U.S.-Mexico Border Studies Online Collaboration: Transformative Learning Across Power and Privilege

In response to the national conversation about the U.S.-Mexico border and immigration in recent years, we created an online partnership between students in concurrent border studies courses at our two campuses: a public Hispanic-serving institution in South Texas and a private, small liberal arts college in Michigan. We explored whether and how the tensions between privileged and disadvantaged students documented in the traditional classroom would manifest online, and how we could use virtual technologies most effectively to structure transformative learning, defined as recognition and articulation of the structural and cultural systems that frame individual experience and meaning-making, across difference. As we document in this essay, tensions around racial, class, and educational inequality did occur in our partnership. Yet these tensions were crucial in creating the conditions for transformative learning because they generated “disorienting dilemmas” that challenged students’ assumptions and knowledge. Our intentional integration of critical multiculturalist curriculum and pedagogical practices (especially embodied, facilitated online interactions) capitalized upon those conditions. By the end of the partnership, both groups of students experienced significant—but distinctive—trajectories of transformative learning that unsettled not only their individual understandings, but also the dynamics of power that characterize the higher education landscape. Given the polarization wrought by border and immigration discourse and educational policies that will likely produce increasingly segregated campuses in years to come, such online partnerships show promise for critical multiculturalist educators seeking to create opportunities for learning across difference and inequality.     

论学习困难学生行为干预策略

学习困难学生的行为问题是与其学习问题相伴而生的,他们的认知障碍、动机障碍是与其行为障碍密切联系的。本文讨论三类课堂行为问题干预策略：（1）学习退避行为,学习退避行为实质上是习得性无能的表现,干预重点是改善其不良的自我概念,增强其自信心,引导其正确对待失败,克服自卑,同时要改变其消极的归因倾向。（2）注意缺陷多动障碍（ADHD）,相当部分的学习困难学生伴有注意缺陷多动障碍。对注意缺陷多动障碍的干预策略,一般有药物干预和心理社会干预。医院主要采取药物干预,而学校和家庭主要采用心理社会干预。心理社会干预包括：认知行为干预、父母训练、感觉统合训练等。（3）攻击性行为干预可以采用认知行为干预和内观训练。     

自我解释策略在网络学习环境中的应用研究

学习过程是通过社会交互、工具使用和反思等进行的知识建构过程.学生在网络学习中,能否高度参与到建构知识的活动中去,对于学生的知识建构和问题解决至关重要.自我解释能够促进学生的知识建构,在网络课程中设计自我解释的支持工具,有利于学生更深入地建构自己对知识的理解,有利于知识整合.     

通过因特网进行英语词汇教学策略

学习词汇是学习英语的一个重要基础。通过因特网进行英语词汇教学既有效果又有效率,因为上网学习既方便又快捷,多媒体的环境使学习者能同时看到、听到和动手操作英语词汇,网络提供了几乎无限的、多样性的、引人入胜的英语词汇教学资源。本文提出了通过因特网进行英语词汇教学的六种英语词汇策略:搜索词,网上图片,网上阅读,网上字典,综合性词汇教学网站和网上语料库。     

动觉型学生的学习优势和策略

面对三分之一以上的动觉型的学习群体,如何帮助家长和教师摆脱学习活动中学生“爱动”、“多动有害的偏见,对我们的教学具有重要的意义。文章介绍了动觉型学生的特征,分析了动觉型学生的学习优势,提出了一些参考性的做法。     

美国中小学的国际教育

近年来,国际教育在美国引起广泛关注。文章介绍了美国中小学实施国际教育的原因、国际教育在州和学校层面开展的政策与实践,同时也指出国际教育目前仍面临的问题。美国国际教育的开展对我国中小学课程和教学改革能够提供一些借鉴。     

职业教育中网络学习资源构建策略

目前关于职业教育中网络学习资源的构建研究甚少。本文在客观分析目前网络学习资源研究现状的基础上,针对其存在的问题和不足,从制定统一标准、重视资源的设计、对象的分析和资源的管理四个方面,提出了建设性策略。     

大学英语网络课堂构建师生心理契约的学习策略

随着网络课程日渐融入现代教育体系,加之网络课程存在着许多不可抗力的干扰因素,师生双方建立在平等互信基础上的交流对话成为建立良性在线课堂的重要一环。以大学英语专业高级英语网络课堂为例,通过分析高级英语网络教学的现状和存在的弊端,以构建师生双方良性关系的心理契约为视角,旨在为英语专业网络课程设计提供一些可视化的建议。     

Understanding and Responding to the Career Counseling Needs of International College Students on U.S. Campuses

The authors believe that international students, increasingly visible on U.S. campuses, tend to confront unique career development challenges and often experience heightened vocational difficulty. In this article, the authors present 3 themes regarding international students' career needs derived from the current literature: career placement needs, individual factors mediating international student career needs and barriers, and help‐seeking behaviors. Implications for college counseling professionals and suggested future research directions are discussed.     

学困生的转化策略研究

木桶效用告诉我们,只有补上了短板才能改变水桶的容量。在学校教育教学中,因情感、智力、行为习惯等方面的原因,会出现一些学困生,我们只有认真分析这些学困生产生的原因,研究策略,对症下药,才能全面提高教育教学质量,使全体学生得到全面的发展,实现素质教育。