US-China Education Review A最新文献_第10页

Comenius on the Intuitive Teaching of Chinese in Primary Schools 夸美纽斯论小学语文直观教学

US-China Education Review A Pub Date : 2020-05-28 DOI: 10.17265/2161-623x/2020.05.005

Xu Renjie, Xiao Jumei

引用次数: 0

Enlightenment of Comenius Moral Education on the Implementation of Primary School Moral Education 夸美纽斯德育对小学德育实施的启示

US-China Education Review A Pub Date : 2020-04-28 DOI: 10.17265/2161-623x/2020.04.006

Hong Kaifei, Xiao Jumei

引用次数: 0

Research on the Construction of RTVU Teachers’ Teaching Ability 电大教师教学能力建设研究

US-China Education Review A Pub Date : 2020-04-28 DOI: 10.17265/2161-623x/2020.04.003

Yue Ying

引用次数: 0

Teaching of Chemical Equilibrium at Further Education and Training Band: Problems and Prospects 高等院校化学平衡教学:问题与展望

US-China Education Review A Pub Date : 2020-03-28 DOI: 10.17265/2161-623x/2020.03.003

Godfrey Pisirai Marumure

引用次数: 0

The Pivotal Role of Knowledge Structure and Instructional Design in the Development of Teachers Teaching Mathematics to Students With Intellectual Disabilities 知识结构与教学设计在智力障碍学生数学教学教师发展中的关键作用

US-China Education Review A Pub Date : 2020-03-28 DOI: 10.17265/2161-623x/2020.03.002

C. Fung, D. Wang

{"title":"The Pivotal Role of Knowledge Structure and Instructional Design in the Development of Teachers Teaching Mathematics to Students With Intellectual Disabilities","authors":"C. Fung, D. Wang","doi":"10.17265/2161-623x/2020.03.002","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.03.002","url":null,"abstract":"During the last six years, we were engaged in professional development programme for mathematics teachers of special schools for students with intellectual disabilities (IDs). We were able to observe that mathematics teachers of students with IDs are left in a difficult situation where support in subject specific knowledge is lacking. Although the knowledge of the characteristics learners with special educational needs (SENs) as provided by psychology does help to open the door to successful teaching and learning of these students, how to teach subject content with constraints of students’ disabilities is left open. This paper reports some qualitative data collected from the programme, which sorts out several key challenges in the field of mathematics education for students with IDs and demonstrates how the design science of mathematics education helps teachers to address teaching problems. Based on the data, we claim that: (a) teachers’ ability to figure out milestones and intermediate learning states within a prolonged process of knowledge construction is crucial to teach students with IDs; and (b) using a design science approach to create carefully designed teaching units serves a dual role of providing teachers with teaching ideas as well as facilitating their understanding of mathematical knowledge structure.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117281200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Investigation of Second Language Writers’ Complex Dynamic Systems With Retrodictive Qualitative Modeling: Three Case Studies of Learners of Chinese 用回溯定性模型研究第二语言作者的复杂动态系统——以汉语学习者为例

US-China Education Review A Pub Date : 2020-03-28 DOI: 10.17265/2161-623x/2020.03.001

I. Tu

引用次数: 0

Teaching “the Standard”: Reevaluating the Teaching of English From ELF and Columbia School Theory 教学“标准”:从ELF和哥伦比亚学派理论看英语教学的再评价

US-China Education Review A Pub Date : 2020-02-28 DOI: 10.17265/2161-623x/2020.02.003

Rosario Fabrini

{"title":"Teaching “the Standard”: Reevaluating the Teaching of English From ELF and Columbia School Theory","authors":"Rosario Fabrini","doi":"10.17265/2161-623x/2020.02.003","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.02.003","url":null,"abstract":"Due to globalization and mass media, English has become the official language for communication across the world. Given this phenomenon, English as a second language (ESL), teachers and researchers are wondering about the best approach to teach English. Regarding this, linguistics has partnered with ESL pedagogy to provide the knowledge that helps instructors design better lessons. Traditional linguistics based on Structuralism and Generative Grammar provided the basis of teaching English practices by looking at the language systematically organized into levels (phonological, morphological, lexical, and syntactic). Coupled with views on the prevalence of received pronunciation (RP) and American English as the ideal pronunciation models, second language (L2) learners should attain, most teachers have relied on material that fosters this perception. However, in the 1980s, sociolinguistics and other theories that look at how languages used and how can be best described in their contexts appeared. Among these, and within the latter, the concept of English as a lingua franca (ELF) has called teachers and researchers’ attention. In this paper, we will look at the concept of ELF, in opposition to that of English as a foreign language (EFL), supported by traditional perspectives on language; and the theory of the Columbia School of Linguistics as theoretical sources that can support a more inclusive and multicultural conception of teaching English to speakers of other languages.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132189396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter Head Course in China: Connotation, Value, and Teaching Strategies 中国课程:内涵、价值与教学策略

US-China Education Review A Pub Date : 2020-02-28 DOI: 10.17265/2161-623x/2020.02.004

Ling Bing

引用次数: 0

On Development of Chinese Talent Cultivation Mechanism in AI Age—From the Perspective of the Washback Effect of College Admission Requirements 人工智能时代中国人才培养机制的发展——从高校录取条件的反拨效应看

US-China Education Review A Pub Date : 2020-02-28 DOI: 10.17265/2161-623x/2020.02.002

Haiyan Li, Qin-hui Wang

引用次数: 0

An Evaluation of a Chinese Language Textbook: From Students’ Perspective 语文教材评价:以学生为视角

US-China Education Review A Pub Date : 2020-01-28 DOI: 10.17265/2161-623x/2020.01.004

Dongxing Yu

{"title":"An Evaluation of a Chinese Language Textbook: From Students’ Perspective","authors":"Dongxing Yu","doi":"10.17265/2161-623x/2020.01.004","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.01.004","url":null,"abstract":"Textbooks provide teachers with guidance in course and activity design. It assures a measure of structure, consistency, and logical progression in a class. The present paper is part of a broader study on the evaluation of textbooks used in teaching Chinese as a foreign language which were broadly used in Denmark. The need for such study was required by the increased interest shown by foreign students in learning Chinese at different high schools and universities in Denmark. The key assumption of my research is that this type of assessment can provide useful information in Chinese teaching and help both teachers and students to choose and use teaching materials more efficiently. The purpose of this research project was to determine the overall pedagogical value and suitability of the book towards students’ needs. This paper outlines a procedure for language textbook analysis from the perspective of students’ evaluation. The evaluation form, which includes five sections, could also be of use to those involved in language materials publishing, and government officials involved in the approval of language materials. The results of the research show the assessment of Intergrated Chinese is not good enough as expectation or estimation in normal. Although the textbook had met students’ basic needs and it could be a good book in the hand of a good teacher. Chinese language textbook could focus more on meeting the students’ need in real life communication and developing students’ own critical thinking.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132252814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4