Smart Phones——A New Platform for Language Learning

Smart phones are a kind of phone installed with a corresponding open operating system that can make a phone work like a computer.More and more students are showing their dependence on them.Based on the smart phone platform,we can design many kinds of applicants for our phones that generate these suggestions,exploit a distant learning for M-learning on smart phone.It is a good way for people to learn a language and we should make good use of it.     

A Professional Learning Experience for Pre‐service and In‐service Teachers and One Teacher Educator: reflections and lessons learned

Abstract

In this paper we reflect on our efforts during the 1992–93 academic school year to create a different type of teacher education experience — one based on active learning, and collegiality and mutuality. Drawing on a model for classroom‐based teacher development described by Thiessen (1992), we begin with an overview of how we worked to (a) improve the quality of learning for all participants; (b) create a supportive learning environment for all the stakeholders; (c) leant in the complex and changing situation of classroom life; (d) combine personally meaningful, educationally defensible and socially justifiable evaluation practices; and (e) engage in reflective, interactive and transformative experiences. After this we. describe tension we experienced, which resulted from a lack of shared vision among us and from our efforts to examine our own practice. We also explore how we tried to deal with the tension. We conclude with lessons learned from our experience which have led to new questions about teacher education reform.     

A Photo of the street Family

Read:Write the names and ages on the family tree on the next page。读下面短文,然后在家庭成员图里填上相应的名字。     

Learning for All? Interrogating children's experiences of primary schooling in Mauritius

Central to the efforts of primary school reform in developing nations is the need for pupils to become more active, critical and creative learners and for primary schooling to enable all children to develop to their full potential. The question `learning for all?’ asked in the title emphasises the concern that, in developing countries, schooling and education for all do not necessarily translate in learning opportunities for all. The article discusses this idea. It is based on the assumption that takes universal quality basic education as an investment and a right and posits the necessity of micro-data in order to monitor children's learning opportunities. Examples from Mauritius are used to put forward some of the reasons impeding learning opportunities and equity inside classrooms and to highlight some of the discrepancies between policy rhetoric and the `reality’ of school.     

A Survey on the Relationship between Learning Beliefs and Learning Strategies

With the shift of the concept of English teaching, learning beliefs and learning strategies are increasingly attracting researchers＇ attention. This study, based on a questionnaire, centered on the current situation of learning beliefs and learning strategies used by three-year college students. The result shows： （1） the students have the strongest form-focused beliefs and most disagree with using-mother tongue beliefs. （2） In the practical learning activities, using-mother tongue strategies are most frequently used by students and the frequency of meaning-focused strategies is the lowest. （3） There are significant correlations between belief variables and strategy variables.     

A University in the Digital World： Using Technologies for Learning and Management

The Internet penetrates deeply into the everyday life due to the availability of broadband networks and mobile devices. The widespread of the Internet, along with the development of innovative services, social networking, and tools （known as Web 2.0）, gives rise to the phenomenon of the digital world. A university striving not to be ＂an ivory tower＂ should meet the needs of the ＂Net Generation＂, prepare the graduates for professional work and life in the digital world and comply with the social demand for providing lifelong learning services, especially, in the vulnerable crisis times. MESI （Moscow State University of Economics, Statistics, and lnformatics） started implementing ICTs （information and communication technologies） both in the academic and administrative processes more than 15 years ago. Today, its unified e-learning environment allows rendering educational services to students of all levels and forms （both on-campus and off-campus） and 24 × 7 × 365 support （24 hours-7 days in a week-365 days in a year）. Information system for administration comprises electronic document management systems, students＇ records, and the results of their individual learning activities for the current, interim, and final assessment. The university management system empowers centralized management of its Moscow headquarters and branches, as well as regulation of teaching/learning process. Long-term development of education in Russia is directly dependent on large-scale introduction of e-learning tools, design and implementation of new methods of organization of educational process on its base, creating and using an appropriate electronic teaching and learning practices, and new approaches to the management of the education system and educational institutions.     

Lifelong Cyberlearning System: A Pilot Project for the ‘Learning Society’ in the ROC

Abstracts

English: Lifelong Learning is an important national policy in the ROC, and a significant goal in our educational reform policy is to establish a ‘Learning Society’ based on the concept of lifelong learning. This paper is intended to provide a broad overview of the current status of developments moving us towards the Learning Society, and to elucidate a special pilot project: The Lifelong Cyberlearning System. This project is sponsored by the Ministry of Economic Affairs in the ROC.     

A Brief Analysis about One Grammar——Tense

Tense is one of the most important and difficult grammar points for English learners,but in this essay,the writer just considers surface knowledge about the selected tenses:present,progressive,future,past and perfect tense,so there is much work for others to do in this field.     

CAE: A Tool for the Engineer—a Dilemma for the Academic

This paper considers the impact of Computer Aided Engineering (CAE) on traditional engineering teaching philosophy and methodology. The nature of CAE is discussed and the problems associated with its inclusion within existing curricula examined. The integrative potential available is seen in terms of a challenge to engineering education.

The academic dilemma posed by the challenge of CAE is presented and a new educational approach based on CAE as the teaching vehicle advocated. The introduction of CAE is seen to provide an opportunity to re–appraise teaching philosophy, devise new objectives and fundamentally revise teaching methods to take full advantage of the potential available.

One academic response to the challenge of CAE is discussed and illustrated with reference to several documented examples. The use of CAE as a design tool for problem simulation and solution is advocated. The paper concludes by observing the need to change traditional teaching philosophy, methodology and practices.     

Some sources for the history of technical education in England —Part One

The Economics of Education. By J. Vaizey. Pp. 165. Faber and Faber, 1962. 21s.

Education for the Professions. Edited by Nelson B. Henry. The 61st Yearbook of the National Society for the Study of Education, Part II. Pp. xi, 312, cvii. University of Chicago Press, 1962. $4.50.

American Higher Education: A Documentary History. By Richard Hofstadter and Wilson Smith. Two vols., pp. xv+474, viii + 542. University of Chicago Press, 1962. $15.00.

Ability and Educational Opportunity. Edited by A. H. Halsey. Pp. an. London: H.M. Stationery Office (for O.E.C.D.), 1962. 15s.

Medicine—A Lifelong Study. (Proceedings of the Second World Conference on Medical Education, Chicago, 1959.) Edited by Hugh Clegg, B.M.J., London. Pp. XX+816. New York and London: World Medical Association, 1961. £6.18s.od.

Learning and Living, 1790–1960. By J. F. C. Harrison. Pp. 404. London: Routledge &; Kegan Paul, 1961. 45s.

University Adult Education. By Renee and William Petersen, and Warren Rovetch. Pp. 288. New York: Harper, 1961. $5.50.

The Inquiring Mind. By C. O. Houle. Pp. 88. Madison: University of Wisconsin Press, 1961. $5, and (paper) $1.50.

Parent Education—an International Survey. By H. H. Stern. Pp. 164. University of Hull and Unesco Institute for Education, 1961. 6s. (paper).

The Growth of Basic Mathematical and Scientific Concepts in Children. By K. Lovell. Pp. 154. University of London Press, 1962. 15s.

On Teaching Mathematics. By B. Thwaites. Pp. 116. London: Pergamon Press, 1962. 7s. 6d.

Popular Lectures in Mathematics. Parts 2, 4, 5, 6. About 75 pp each. London: Pergamon Press, 1962. 10s. each.

Philosophy and Education. By Louis Arnaud Reid. Pp. xvi, 203. London: Heinemann, 1962. 25s.

Modern Philosophies of Education (Third Edition). By John S. Brubacher. Pp. ix, 373. New York and London: McGraw‐Hill, 1962. 52s. 6d.

An Introduction to the Sociology of Education. By Karl Mannheim and W. A. C. Stewart. Pp. xyiii, 187. London: Routledge and Kegan Paul, 1962. 21s.

Sociometry and Education. By K. M. Evans. Pp. vii, 149. London: Routledge and Kegan Paul, 1962. 18s.     

A Pilot Study in the Field of Professional Further Education — Cooperative Learning in a Multimedia Learning Environment

ABSTRACT

Based on cooperative learning models, the present study investigated the specific effects of performance, interpersonal relations and affective variables in a computer‐based cooperative learning environment. Subjects were male and female adults who studied a multimedia learning program as a professional training task. After randomization 50 subjects worked in cooperative settings, while 25 subjects worked individually as a control group. In keeping with our assumptions, the subjects benefited from being paired. Further advantages for cooperative learning seem likely if instructions are modified and cooperative strategies used.     

Study on the Needs Analysis of Non-English Majors for English Learning——A Case Study on Dongchang College of Liaocheng University

Needs analysis is an important link in the process of course designs,and it is the important basis for teachers to organize teaching and evaluate teaching results.Based on the theory of needs analysis,taking questionnaire method,choosing 100 non-English majors of Dongchang College of Liaocheng University as research objects,the thesis investigates the current situation of English learning and teaching.     

Mencius — A Trumpeter for Restoring the Slave System

Born in what is now known as Shantung Province's Tsou hsien, Mencius (c. 390-305 B.C.), whose family name was Meng and his name K'o, was a student of a disciple of Tzu Ssu who was Confucius' grandson. Mencius was a trumpeter for restoring the slave system and was long revered by the reactionary ruling classes as the "No. 2 sage," second only to Confucius, because he had inherited and made contributions in developing the reactionary theories of the Confucian school. The so-called "policy of benevolence," which was incisively criticized by Chairman Mao in On the People's Democratic Dictatorship, was a reactionary slogan which Mencius had done his utmost to advertise in his effort to restore the slave system. By criticizing his reactionary words and deeds and. analyzing the class content of his political line, we can better understand how the overthrown reactionary classes worked overtime to revive the old system and how they viciously attacked the new system. Through such criticism and analysis, we can also gain a deeper understanding of the class struggle under the dictatorship of the proletariat and see clearly the counterrevolutionary nature of Lin Piao and other political swindlers.     

A New Role for Teachers in Autonomous Learning Contexts

在自主学习环境下,教师不仅是管理者、组织者,而且是辅导员、评估者、教材开发者、观察者和研究员。要推动自主学习,教师首先要转变传统观念.更为重要的是,教师必须帮助学生树立对自己的学习负责的态度,培养学生的独立学习能力,并且为学生创造自主学习的环境。     

A Survey on College Students’ English Learning Motivation and the Learning Results

This survey has been processed on 78 graduate students in grade 2010, majoring in science and engineer, from different classes. By analyzing the results of College English Test 4 and questionnaire, it shows that the students’ English learning motivation roots in Certificate. Differences between the winners and losers are not reflected in the time they have used to study, but the learning motivation they possess.