Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partners...Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partnerships on children’s academic achievement.Utilizing county-based survey data and employing an ordered probit model with interaction effects for dependent variables,this study discovered a trend:Children associated with improved school conditions and teachers with higher professional titles tended to attain higher academic achievement.Moreover,teachers’behaviors in family-school-community partnerships that extend beyond classroom instruction indicated both direct and indirect positive effects on children’s academic achievement,narrowing the gap in academic achievement between students in rural schools with teachers of lower professional titles and those in more advantaged schools with high professional titles.In the context of developing a high-quality education system and achieving quality compulsory education in a balanced manner,it is essential to consider children’s academic achievement within a broader educational framework that extends beyond conventional classroom instruction.It is recommended that teachers’professional competence in family-school-community partnerships be integrated into the guidelines for teacher professional development.For educational policies aimed at fostering a high-quality education system,it is beneficial to extend the investment both for“hard assets”in funds and“soft assets”in teachers’expertise.Such strategies could lead to an overall improvement in children’s academic achievement.展开更多
In recent years,artificial intelligence(AI)has been increasingly integrated into educational settings worldwide.This study aims to explore the effectiveness of AI classroom teaching for Chinese undergraduate students,...In recent years,artificial intelligence(AI)has been increasingly integrated into educational settings worldwide.This study aims to explore the effectiveness of AI classroom teaching for Chinese undergraduate students,focusing on its influence on learning outcomes and student engagement.The research uses a quantitative approach,utilizing surveys and academic performance data to evaluate two main objectives:(1)the impact of AI teaching methods on academic performance compared to traditional instruction;(2)the level of student engagement and satisfaction with AI-based learning tools.The study sample includes undergraduate students from multiple universities in China,allowing for a diverse representation of various disciplines.Data will be collected through standardized tests,questionnaires,and academic records,ensuring the reliability and validity of the results.The findings will provide insights into the potential advantages and challenges of AI integration in higher education and inform future strategies for adopting AI in Chinese classrooms.By exploring both the academic and practical aspects of AI-driven education,this research aims to contribute valuable knowledge to the growing field of AI in education,particularly in the context of Chinese higher education.The results are expected to have implications for educators,policymakers,and AI developers interested in enhancing the effectiveness of educational technologies.展开更多
Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks wi...Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks within social communities.One of the Chinese situated learing methods,hich had been proposed and practiced by Li has high similarities with counterpartners on knowledge acquisition.In this essay,the researcher compared the situated learning method in west and its development in China based on Li’s exploration,contrasting participatory and acquisitive learning models as they apply in classroom settings.The dialogue indicates that no matter in west and in Chinese classroom,situated learning is one of effective methods.This study emphysizes the fact that teacher acts as a provider,facilitator,and mediator of knowledge;students are able to learn from that knowledge and practice it in group activities.In turn,students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community.The different norms and values attached to participation and acquisition complement one another,and either one alone would be insufficient.The researcher then assess Chinese literacy education in Li’s situated learning methods.It suggests that a blend of participatory and acquisitive learning models may be the most effective approach to classroom instruction.展开更多
The COVID-19 has not only changed people’s life-style,but also has changed our teaching concepts and methods.It causes sudden transition from classroom teaching to virtual teaching and then hybrid teaching.This prese...The COVID-19 has not only changed people’s life-style,but also has changed our teaching concepts and methods.It causes sudden transition from classroom teaching to virtual teaching and then hybrid teaching.This presents a special challenge to language instruction which requires mutual communication between instructor and students as well as communication among students.First,by tracing the history of distance learning,this paper introduces the developmental stages of distance education,and the communication technology conditions behind them.Second,the background and current situation of Chinese language distance education is introduced.Third,after discussing the advantages and disadvantages of distance learning,the complementary relationship between virtual and face-to-face Chinese instruction,the ideal teaching mode and corresponding teaching strategies are discussed.展开更多
The paper presents a case study on listening-speaking class instruction models based on exploratory practice. Assuming the dual roles of a teacher and a researcher, the writer of this paper has implemented three model...The paper presents a case study on listening-speaking class instruction models based on exploratory practice. Assuming the dual roles of a teacher and a researcher, the writer of this paper has implemented three models of classroom instructions for the Viewing, Listening ＆ Speaking Class. From the students＇ report, teacher＇s log and classroom observation, it is concluded that the three models meet the needs of different students. The key to a successful Viewing, Listening＆ Speaking Class is to set reasonable goals and analyze students＇ needs.展开更多
Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom tea...Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.展开更多
Purpose:In this article,we report on the findings of an investigation into the observations of two primary mathematics teachers during and following classroom teaching.Our focus is on teachers'noticing of student ...Purpose:In this article,we report on the findings of an investigation into the observations of two primary mathematics teachers during and following classroom teaching.Our focus is on teachers'noticing of student mathematics learning in the classroom.Design/Approach/Methods:Two teachers,each with 18 years of teaching experience,were recruited for this study.Qualitative analyses were conducted to explore what the teachers noticed about student learning,how they interpreted their noticing,and what decisions were made in accordance with their noticing in their teaching practices.Findings:The findings revealed that both participating teachers were attentive to their students'mathematical challenges and offered a range of interpretations regarding student learning.Additionally,the teachers adapted their practice to generate instruction that aligned with students'learningdifficulties.Originality/Value:This study provides empirical evidence for better understanding the noticing practices of experienced Chinese primary school mathematics teachers.展开更多
Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this s...Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this study analyzes teachers’teaching autonomy and its effect on instructional quality.It finds that,firstly,as compared to those in the countries of the Organization for Economic Co-operation and Development(OECD),teachers in Shanghai,China,have greater teaching autonomy,but there is still room for improvement in this regard.They have sufficient autonomy in determining the instructional content and disciplining students,but not in assessing students’learning.Secondly,increasing the teaching autonomy in Shanghai can significantly improve instructional quality.Increasing their autonomy in assessing students’learning has the greatest effect on improving instructional quality,while increasing the autonomy in choosing teaching methods has the least effect,which is culturally different from the situation in OECD countries.Thirdly,the influence of teaching autonomy on instructional quality is positively moderated by teaching efficacy,which means that teachers need to have the“ability”in addition to the“autonomy.”Based on this,suggestions are also made.展开更多
The production-oriented approach （POA） has been developed over a decade. It is driven by the need to improve English classroom instruction for university students in China （Wen, 2016）. It is also motivated by the ...The production-oriented approach （POA） has been developed over a decade. It is driven by the need to improve English classroom instruction for university students in China （Wen, 2016）. It is also motivated by the aspiration to enhance the quality of foreign language education in other similar pedagogical contexts outside China. A volume of research has been done by Wen Qiufang and her research team, to formulate the theory of POA and to test its effectiveness in classroom pedagogy （e.g. Wen, 2016, 2015; Yang, 2015; Zhang, 2015）. At the moment, the POA is still at an early stage of theory building and almost all empirical research is done in the Chinese context. In order to improve the quality of this theory and to make it intelligible to the international academic community, a one-day symposium was held in Beijing Foreign Studies University on May 15, 2017. The symposium was entitled ＇The first international forum on innovative foreign language education in China： Appraisal of the POA＇. In the forum, leading experts in applied linguistics were invited to discuss the strengths and weaknesses of the POA and the directions for its future development. The symposium was the first attempt for the POA research team to discuss its latest work with international scholars. This Viewpoint section collects the responses of four experts who participated in the symposium, listed in alphabetical order. The collection of articles covers three topics related to the POA： its pedagogical application, its use for teacher training, and its research. Alister Cumming is Professor Emeritus and the former Head of the Centre for Educational Research on Languages and Literacies, University of Toronto, Canada. His article focuses primarily on POA research as an exemplary case of design-based research. Rod Ellis is Research Professor in the School of Education at Curtin University, Australia. He discusses POA in terms of pedagogy, teacher training and research, with both critiques and constructive suggestions. Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, the writed states. He responds to POA from the perspective of an expert researcher and teacher of L2 writing. Charlene Polio is Professor and Associate Chair in the Department of Linguistics ＆ Germanic, Slavic, Asian ＆ African Languages atMichigan State University, the writed states. She conceptualises POA as a useful method to address some issues in pre-service teacher development. Overall, the articles in this section are insightful and reader-friendly. They are not only useful for the development of POA in particular, but may also be valuable to a broad range of researchers as they touch upon pertaining issues, as well as emerging topics, in the field of applied linguistics. We therefore find it necessary to make them accessible to a wide readership.展开更多
基金funded by the general program in education studies of the National Social Science Fund of China,“Research on Family-School-Community Partnership Mechanism for HighQuality Education System”(No.BHA210129).
文摘Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partnerships on children’s academic achievement.Utilizing county-based survey data and employing an ordered probit model with interaction effects for dependent variables,this study discovered a trend:Children associated with improved school conditions and teachers with higher professional titles tended to attain higher academic achievement.Moreover,teachers’behaviors in family-school-community partnerships that extend beyond classroom instruction indicated both direct and indirect positive effects on children’s academic achievement,narrowing the gap in academic achievement between students in rural schools with teachers of lower professional titles and those in more advantaged schools with high professional titles.In the context of developing a high-quality education system and achieving quality compulsory education in a balanced manner,it is essential to consider children’s academic achievement within a broader educational framework that extends beyond conventional classroom instruction.It is recommended that teachers’professional competence in family-school-community partnerships be integrated into the guidelines for teacher professional development.For educational policies aimed at fostering a high-quality education system,it is beneficial to extend the investment both for“hard assets”in funds and“soft assets”in teachers’expertise.Such strategies could lead to an overall improvement in children’s academic achievement.
文摘In recent years,artificial intelligence(AI)has been increasingly integrated into educational settings worldwide.This study aims to explore the effectiveness of AI classroom teaching for Chinese undergraduate students,focusing on its influence on learning outcomes and student engagement.The research uses a quantitative approach,utilizing surveys and academic performance data to evaluate two main objectives:(1)the impact of AI teaching methods on academic performance compared to traditional instruction;(2)the level of student engagement and satisfaction with AI-based learning tools.The study sample includes undergraduate students from multiple universities in China,allowing for a diverse representation of various disciplines.Data will be collected through standardized tests,questionnaires,and academic records,ensuring the reliability and validity of the results.The findings will provide insights into the potential advantages and challenges of AI integration in higher education and inform future strategies for adopting AI in Chinese classrooms.By exploring both the academic and practical aspects of AI-driven education,this research aims to contribute valuable knowledge to the growing field of AI in education,particularly in the context of Chinese higher education.The results are expected to have implications for educators,policymakers,and AI developers interested in enhancing the effectiveness of educational technologies.
基金supports by the National Plan for Educational Science,Research on the Construction of international Communication Mode of Chinese basic Education Teaching methods[Grant Numbers BHA220122].
文摘Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks within social communities.One of the Chinese situated learing methods,hich had been proposed and practiced by Li has high similarities with counterpartners on knowledge acquisition.In this essay,the researcher compared the situated learning method in west and its development in China based on Li’s exploration,contrasting participatory and acquisitive learning models as they apply in classroom settings.The dialogue indicates that no matter in west and in Chinese classroom,situated learning is one of effective methods.This study emphysizes the fact that teacher acts as a provider,facilitator,and mediator of knowledge;students are able to learn from that knowledge and practice it in group activities.In turn,students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community.The different norms and values attached to participation and acquisition complement one another,and either one alone would be insufficient.The researcher then assess Chinese literacy education in Li’s situated learning methods.It suggests that a blend of participatory and acquisitive learning models may be the most effective approach to classroom instruction.
文摘The COVID-19 has not only changed people’s life-style,but also has changed our teaching concepts and methods.It causes sudden transition from classroom teaching to virtual teaching and then hybrid teaching.This presents a special challenge to language instruction which requires mutual communication between instructor and students as well as communication among students.First,by tracing the history of distance learning,this paper introduces the developmental stages of distance education,and the communication technology conditions behind them.Second,the background and current situation of Chinese language distance education is introduced.Third,after discussing the advantages and disadvantages of distance learning,the complementary relationship between virtual and face-to-face Chinese instruction,the ideal teaching mode and corresponding teaching strategies are discussed.
文摘The paper presents a case study on listening-speaking class instruction models based on exploratory practice. Assuming the dual roles of a teacher and a researcher, the writer of this paper has implemented three models of classroom instructions for the Viewing, Listening ＆ Speaking Class. From the students＇ report, teacher＇s log and classroom observation, it is concluded that the three models meet the needs of different students. The key to a successful Viewing, Listening＆ Speaking Class is to set reasonable goals and analyze students＇ needs.
基金supported by the Excellent Teacher Cultivation Program of UESTC under Grant No.Y02025023701051
文摘Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.
基金funded by Guangdong Planning Office of Philosophy and Social Science[Project number:GD21YJY18].
文摘Purpose:In this article,we report on the findings of an investigation into the observations of two primary mathematics teachers during and following classroom teaching.Our focus is on teachers'noticing of student mathematics learning in the classroom.Design/Approach/Methods:Two teachers,each with 18 years of teaching experience,were recruited for this study.Qualitative analyses were conducted to explore what the teachers noticed about student learning,how they interpreted their noticing,and what decisions were made in accordance with their noticing in their teaching practices.Findings:The findings revealed that both participating teachers were attentive to their students'mathematical challenges and offered a range of interpretations regarding student learning.Additionally,the teachers adapted their practice to generate instruction that aligned with students'learningdifficulties.Originality/Value:This study provides empirical evidence for better understanding the noticing practices of experienced Chinese primary school mathematics teachers.
基金funded by the key project“Studies on Teachers’Competency and the Teacher Training System under the Background of the New Wave of Scientific and Technological Revolutions”and supported by the National Social Science Fund of China(No.AFA210017)。
文摘Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this study analyzes teachers’teaching autonomy and its effect on instructional quality.It finds that,firstly,as compared to those in the countries of the Organization for Economic Co-operation and Development(OECD),teachers in Shanghai,China,have greater teaching autonomy,but there is still room for improvement in this regard.They have sufficient autonomy in determining the instructional content and disciplining students,but not in assessing students’learning.Secondly,increasing the teaching autonomy in Shanghai can significantly improve instructional quality.Increasing their autonomy in assessing students’learning has the greatest effect on improving instructional quality,while increasing the autonomy in choosing teaching methods has the least effect,which is culturally different from the situation in OECD countries.Thirdly,the influence of teaching autonomy on instructional quality is positively moderated by teaching efficacy,which means that teachers need to have the“ability”in addition to the“autonomy.”Based on this,suggestions are also made.
文摘The production-oriented approach （POA） has been developed over a decade. It is driven by the need to improve English classroom instruction for university students in China （Wen, 2016）. It is also motivated by the aspiration to enhance the quality of foreign language education in other similar pedagogical contexts outside China. A volume of research has been done by Wen Qiufang and her research team, to formulate the theory of POA and to test its effectiveness in classroom pedagogy （e.g. Wen, 2016, 2015; Yang, 2015; Zhang, 2015）. At the moment, the POA is still at an early stage of theory building and almost all empirical research is done in the Chinese context. In order to improve the quality of this theory and to make it intelligible to the international academic community, a one-day symposium was held in Beijing Foreign Studies University on May 15, 2017. The symposium was entitled ＇The first international forum on innovative foreign language education in China： Appraisal of the POA＇. In the forum, leading experts in applied linguistics were invited to discuss the strengths and weaknesses of the POA and the directions for its future development. The symposium was the first attempt for the POA research team to discuss its latest work with international scholars. This Viewpoint section collects the responses of four experts who participated in the symposium, listed in alphabetical order. The collection of articles covers three topics related to the POA： its pedagogical application, its use for teacher training, and its research. Alister Cumming is Professor Emeritus and the former Head of the Centre for Educational Research on Languages and Literacies, University of Toronto, Canada. His article focuses primarily on POA research as an exemplary case of design-based research. Rod Ellis is Research Professor in the School of Education at Curtin University, Australia. He discusses POA in terms of pedagogy, teacher training and research, with both critiques and constructive suggestions. Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, the writed states. He responds to POA from the perspective of an expert researcher and teacher of L2 writing. Charlene Polio is Professor and Associate Chair in the Department of Linguistics ＆ Germanic, Slavic, Asian ＆ African Languages atMichigan State University, the writed states. She conceptualises POA as a useful method to address some issues in pre-service teacher development. Overall, the articles in this section are insightful and reader-friendly. They are not only useful for the development of POA in particular, but may also be valuable to a broad range of researchers as they touch upon pertaining issues, as well as emerging topics, in the field of applied linguistics. We therefore find it necessary to make them accessible to a wide readership.
