关于Group Work的几点建议

加强学生听说读写能力的培养、训练是当前我国英语教学适应社会需要、教育改革的一项重要内容。为此,教师们积极探索,改革传统教法,努力营造良好的听说环境,如英语授课、值日生报告、演讲比赛等等。但面对“大班”的现实和有限的45分钟,给每一位学生“说”的机会往往使教师们感到力不从心。     

Social Work Students’ Experiences With Group Work in the Field Practicum

The study reported on in this article assessed MSW and BSW students’ opportunities to practice group work in their field practicum. More than one third of participants had no such opportunity during their yearlong internship, despite their program’s requirement that group work opportunities be available. Among the students who did have experience leading a group for clients, their opportunities to engage in core group work activities and skills was limited, as was their academic preparation to do so. Students demonstrated a desire to practice group work as professionals. Yet the findings call into question whether they were adequately prepared to effectively engage in the modality. The findings underscore the need for schools and programs of social work to collaborate more closely with field instructors and agencies to ensure that students are provided with suitable opportunities to practice group work. Greater attention also must be focused on ensuring that practice opportunities in the field reflect the depth and breadth of the group modality and complement learning in the classroom.     

充分发挥Group Work在英语课堂教学中的作用

当前在培养学生的英语交际能力过程中，很多英语教育教学工作者都作了非常有意义的探索。下面笔者将在课堂教学的实践与操练中的分组练习中作一浅述。     

试谈Group Work在英语课堂教学中的应用

Group work是一种典型的互动型教学形式。本文从组织Group work的必要性及其教学的组织、教学的方式和注意的问题四个方面进行阐述。     

Which is Better? Pair Work or Group Discussion

This paper, based on the small-scale study carried out in Hebei University of Science and Technology as well as of the careful analysis of the data collected, concludes that pair work and group discussion are warmly welcomed by both teachers and students, and comparatively speaking, pair work is more useful than group discussion in keeping students on-task, and group discussion, on the other hand, is more popular.     

Graduate Social Work Students’ Experiences with Group Work in the Field and the Classroom

For decades, group work scholars have described a discrepancy between student preparation for group work practice and opportunities to work with groups in the field practicum and professional practice. Educators in related disciplines such as counseling and psychology have expressed similar concerns. This article reports findings of a study of MSW students in a program that includes a practice methods specialization in group work. The purpose was to determine the prevalence of group assignments among all students regardless of their method specialization. A majority of all respondents reported substantial opportunities to practice group work and receive appropriate supervision. Opportunities for majors in group work were significantly greater than for their non-group work counterparts. However, a majority of all students did not feel classes prepared them for group practice. Findings suggest social work must renew its commitment to preparing all students for this practice modality.     

Small Group Work in Accounting Education: an evaluation of a programme for first‐year students

One important skill many students develop during their secondary schooling is the ability to work in groups, using the group both as a resource and a support system. At the tertiary level, where the traditional lecture/tutorial format is the main means for course delivery, these skills are not generally afforded formal recognition and often remain under‐utilised. Group work programmes in higher education that have been reported generally describe situations where group work is integrated into tutorials and lectures. This article explores the potential of group work schemes which operate outside the regular timetable. It describes a programme of small collaborative working groups which was offered to students in a first‐year accounting degree course and evaluates the programme's effectiveness in assisting students with their studies, and with their overall integration into university culture. The results, practical considerations for any academics wishing to duplicate the scheme, as well as areas for further research are discussed.     

Small Group Work and Creative Learning——Teaching Experience in Singapore

本文用三部分研讨、实践和评估了小组学习和创造性学习的方法。首先本文讨论了教育的基本理论和目的;其次,通过对两节点型课的描述,揭示了小组学习和创造性学习的关系及成果;最后本文对此方法进行了评估和分析.     

Teacher’s Role in Students’Group Work in College English Classroom

The implementation of group work in China is aroused by the teaching reform and proposal of the New Curriculum Standard, in order to improve the language teaching and learning. However, in many cases group work is far less effective and desirable than it should have been. The effectiveness of group work depends on many factors in real language classroom setting. This paper mainly focuses on the factor of teacher’s role. The main implication of this paper is to suggest the appropriate teacher role in students’group work and put forward some skills in organizing group work in order to make group work more effective and significant.     

Analysis of Development and Operation of Overseas Education Group

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The Progression of Prospective Teachers’ Conceptions of School Science Content

The purpose of the present work is to describe the progression in the conceptions of prospective primary teachers about school science content while they were participating in three teacher education courses following the same constructivist oriented strategy. The participants’ written output was analyzed in various categories—selection of content, types of content and their relationships, levels of complexity, and presentation of content to pupils. There was evidence for some progress in their conceptions of the content from a traditional view to another that we termed intermediate since it did not reach the vision that we consider to be the most complex. Finally, we present a General Itinerary of Progression on school content that could serve as a referent for initial teacher education.     

A Discriminant Analysis of Students’ Work Values

This study examined the power of Super’s work values in discriminating between engineering and liberal arts students. Three analyses were performed, one for each of the different factors of the work values. The major findings were: all three dimensions discriminate effectively between the two programs, the work values which discriminate in favor of liberal arts students tend to focus on general aspects of the work, and the work values favoring engineering students are values relevant to specific aspects of their perceived jobs. The implications of the findings are discussed.     

Motivating Learners'''' Interests of English through Pair Work

The present study presents a detailed report of a project implemented to solve the problem thatmost of my studens do not like doing pair work I assign them to do in class. It is hypothesized that learners' in-terests in pair--work in class will be greatly increased by better designed pair--work exercises. Methodologically, four methods are used, and they are analytic method, cause analysis, question-naire survey, and brainstorming activation.     

Social Work Students’ Perceptions of Team-Based Learning

This study sought to examine social work students’ perceptions of Team-Based Learning (N = 154). Aside from looking at overall student perceptions, comparative analyses examined differences in perceptions between BSW and MSW students, and between Caucasian students and students of color. Findings for the overall sample revealed favorable perceptions. The majority of students felt that Team-Based Learning effectively relayed content while teaching higher order cognitive skills. No differences emerged between MSW and BSW students; however, there were significant differences between students of color and Caucasian students, with the former feeling more isolated and singled out. Implications for practice are discussed.     

Work With Children of Foreign‐Speaking Parentage

The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 24, 1950     

Examining the Content of Preservice Teachers’ Reflections of Early Field Experiences

This paper describes an exploratory study that examined the content of preservice elementary teachers’ reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical merit of reflection. Preservice elementary teachers individually and collaboratively reflected on their early field experiences and used the resulting reflections to construct profiles of an elementary science teacher respectively in synthesis papers. Data sources included journal entries and synthesis papers resulting from individual and collaborative reflections. Thematic analysis revealed that profiles of an elementary science teacher constructed from both individual and collaborative reflections were based on the roles of teacher as a guide and teacher as a mediator. Analysis further revealed that classroom management and discipline and safety were the key foci factored within individual reflections while what promotes learning and the difference between what is effective and ineffective scaffolding respectively, served as the foci within collaborative reflections. Also, collaborative reflection provided a structured approach to reflection as it drew preservice elementary teachers into collective dialogue and negotiation capturing the tensions they faced when trying to make sense of the practice of other teachers. Implications include the need to frame early field experiences with objectives that are understood by all parties involved in early field experiences; and, the need to instill the importance of observation, documentation, and reflection which collectively sum up preservice teachers’ early field experiences.     

PEP Book 5 Unit 3 Part A Read and Write ＂Group Work＂说课

一、说教材 本节教材内容是继第四册第六单元B部分Let’s learn和本单元A部分Let’S learn中学习了有关食物的单词之后，延伸出来的一则情景会话和一系列读写活动。它是围绕“让学生了解朋友每天的饮食情况”这一主题展开学习的。     

PEP Book 5 Unit 3 Part A Read and Write “Group Work”说课

一、说教材本节教材内容是继第四册第六单元B部分Let's learn和本单元A部分Let's learn中学习了有关食物的单词之后,延伸出来的一则情景会话和一系列读写活动。它是围绕“让学生了解朋友每天的饮食情况”这一主题展开学习的。二、说目标1.教学目标依据教材自身的体系、本节内容     

Inverse Dynamics of Delta Robot Based on the Principle of Virtual Work

While the kinematics of the parallel manipulatorhas been studied extensively during the past two dec-ades, more and more papers can be found on the dy-namics of the parallel manipulators now[1—7]. The dy-namics of robotcan be used forthe simulation, controland optimization. It plays an important role inachieving high-speed performance. There are twotypes of dynamical problems for the parallel robot: di-rect dynamics and inverse dynamics. The direct dy-namical problem is to find the response v…