Pub Date : 2020-05-28DOI: 10.17265/2161-623x/2020.05.005
Xu Renjie, Xiao Jumei
Comenius initially discussed the theory of intuitive teaching in his book Great Didactic, which has guiding significance for the teaching of Chinese teachers in primary schools nowadays: (a) using various types of teaching aids to lighten students’ attention; (b) mobilizing the students’ multiple sensory experience to develop students’ imagination; and (c) carrying out Chinese teaching practice to let students perceive the aesthetic value of Chinese learning.
{"title":"Comenius on the Intuitive Teaching of Chinese in Primary Schools","authors":"Xu Renjie, Xiao Jumei","doi":"10.17265/2161-623x/2020.05.005","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.05.005","url":null,"abstract":"Comenius initially discussed the theory of intuitive teaching in his book Great Didactic, which has guiding significance for the teaching of Chinese teachers in primary schools nowadays: (a) using various types of teaching aids to lighten students’ attention; (b) mobilizing the students’ multiple sensory experience to develop students’ imagination; and (c) carrying out Chinese teaching practice to let students perceive the aesthetic value of Chinese learning.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123858526","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}
Pub Date : 2020-04-28DOI: 10.17265/2161-623x/2020.04.006
Hong Kaifei, Xiao Jumei
Cultivating virtues such as prudence, moderation, perseverance, and integrity is an important part of Comenius’ moral education thought. The cultivation of virtue must have certain conditions, that is, it should be taught early, learn virtue in practice, set an example for children, and formulate rules of conduct. Based on this, in order to effectively implement moral education in primary schools, we should set an example, provide a good campus moral environment, formulate a strict punishment system, and arrange diversified practical activities.
{"title":"Enlightenment of Comenius Moral Education on the Implementation of Primary School Moral Education","authors":"Hong Kaifei, Xiao Jumei","doi":"10.17265/2161-623x/2020.04.006","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.04.006","url":null,"abstract":"Cultivating virtues such as prudence, moderation, perseverance, and integrity is an important part of Comenius’ moral education thought. The cultivation of virtue must have certain conditions, that is, it should be taught early, learn virtue in practice, set an example for children, and formulate rules of conduct. Based on this, in order to effectively implement moral education in primary schools, we should set an example, provide a good campus moral environment, formulate a strict punishment system, and arrange diversified practical activities.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123518743","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}
Pub Date : 2020-04-28DOI: 10.17265/2161-623x/2020.04.003
Yue Ying
At present, Radio and Television University (RTVU) is in the period of transformation and development towards an open university. How to strengthen the construction of teachers’ teaching ability by improving teachers’ teaching design ability, teaching organization and management ability, and learning resource construction ability has become an important task in the current transformation period. On this basis, it is also necessary to improve the comprehensive quality of teachers and promote the cultivation of teaching information literacy from the aspects of perfecting the training mechanism, building the growth platform, establishing and perfecting the multiple evaluation system, and creating the academic atmosphere, so as to provide a high-quality team of teachers for the construction of open university.
{"title":"Research on the Construction of RTVU Teachers’ Teaching Ability","authors":"Yue Ying","doi":"10.17265/2161-623x/2020.04.003","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.04.003","url":null,"abstract":"At present, Radio and Television University (RTVU) is in the period of transformation and development towards an open university. How to strengthen the construction of teachers’ teaching ability by improving teachers’ teaching design ability, teaching organization and management ability, and learning resource construction ability has become an important task in the current transformation period. On this basis, it is also necessary to improve the comprehensive quality of teachers and promote the cultivation of teaching information literacy from the aspects of perfecting the training mechanism, building the growth platform, establishing and perfecting the multiple evaluation system, and creating the academic atmosphere, so as to provide a high-quality team of teachers for the construction of open university.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131336343","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}
Pub Date : 2020-03-28DOI: 10.17265/2161-623x/2020.03.003
Godfrey Pisirai Marumure
Chemical equilibrium, a school topic, where learners manifest many misconceptions. The manifestation of misconceptions is considered as a reason for exploring problems and prospects of teaching chemical equilibrium. An exploratory survey, descriptive in nature was conducted in the Thohoyandou cluster of schools in the Vhembe district of the Limpopo province. Forty educators responded to questionnaires while five “well experienced” educators and two subject advisors were interviewed. The study showed educators’ deficiency in subject content knowledge and pedagogical skills to address abstract concepts. Conceptually incorrect, inappropriate, or irrelevant practical experiments, demonstrations, and analogies are used in teaching chemical equilibrium concepts formed part of the findings. Systematic professional development on subject content matter and pedagogical skills are recommended.
{"title":"Teaching of Chemical Equilibrium at Further Education and Training Band: Problems and Prospects","authors":"Godfrey Pisirai Marumure","doi":"10.17265/2161-623x/2020.03.003","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.03.003","url":null,"abstract":"Chemical equilibrium, a school topic, where learners manifest many misconceptions. The manifestation of misconceptions is considered as a reason for exploring problems and prospects of teaching chemical equilibrium. An exploratory survey, descriptive in nature was conducted in the Thohoyandou cluster of schools in the Vhembe district of the Limpopo province. Forty educators responded to questionnaires while five “well experienced” educators and two subject advisors were interviewed. The study showed educators’ deficiency in subject content knowledge and pedagogical skills to address abstract concepts. Conceptually incorrect, inappropriate, or irrelevant practical experiments, demonstrations, and analogies are used in teaching chemical equilibrium concepts formed part of the findings. Systematic professional development on subject content matter and pedagogical skills are recommended.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"68 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":"126984590","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}
Pub Date : 2020-03-28DOI: 10.17265/2161-623x/2020.03.002
C. Fung, D. Wang
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.
{"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}
Pub Date : 2020-03-28DOI: 10.17265/2161-623x/2020.03.001
I. Tu
{"title":"An Investigation of Second Language Writers’ Complex Dynamic Systems With Retrodictive Qualitative Modeling: Three Case Studies of Learners of Chinese","authors":"I. Tu","doi":"10.17265/2161-623x/2020.03.001","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.03.001","url":null,"abstract":"","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"33 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":"116188318","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}
Pub Date : 2020-02-28DOI: 10.17265/2161-623x/2020.02.003
Rosario Fabrini
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.
{"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}
Pub Date : 2020-02-28DOI: 10.17265/2161-623x/2020.02.004
Ling Bing
The Connotation of Chapter Head Course Chapter head course in China is also called “chapter beginning course”, including chapter head chart and chapter introduction. As the prelude of the whole chapter, chapter head course has rich educational value. It is beneficial to provide students with preparatory knowledge and lay the foundation for chapter contents; highlight the teaching direction and optimize the cognitive structure; cultivate students’ practical spirit and promote all-round development, etc. The specific implementation strategies of chapter head course teaching are as follows: improve teachers’ teaching consciousness and correct the teaching attitude of chapter head course; improve the analytical power of teaching materials and build the teaching framework of chapter head course; combine the teaching art skillfully; enhance the vitality of chapter head course teaching; and so on.
{"title":"Chapter Head Course in China: Connotation, Value, and Teaching Strategies","authors":"Ling Bing","doi":"10.17265/2161-623x/2020.02.004","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.02.004","url":null,"abstract":"The Connotation of Chapter Head Course Chapter head course in China is also called “chapter beginning course”, including chapter head chart and chapter introduction. As the prelude of the whole chapter, chapter head course has rich educational value. It is beneficial to provide students with preparatory knowledge and lay the foundation for chapter contents; highlight the teaching direction and optimize the cognitive structure; cultivate students’ practical spirit and promote all-round development, etc. The specific implementation strategies of chapter head course teaching are as follows: improve teachers’ teaching consciousness and correct the teaching attitude of chapter head course; improve the analytical power of teaching materials and build the teaching framework of chapter head course; combine the teaching art skillfully; enhance the vitality of chapter head course teaching; and so on.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"64 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":"126502426","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}
Pub Date : 2020-02-28DOI: 10.17265/2161-623x/2020.02.002
Haiyan Li, Qin-hui Wang
It is undeniable existence of the backwash effect of college admission requirements (CARs) in each education system of the primary and secondary schools in almost every country in the world, and that the different CARs creates the different model of adolescent development. Through analysis and comparison of the similarities and differences between the Sino-US CARs, this study aims to explore the effective Chinese talent cultivation mechanism (TCM), considering a positive backwash effect of CARs to TCM. The current CARs must be updated with the practice of the 2020 Foundation Plan issued by the Ministry of Education of the People’s Republic of China. To achieve effective CARs, the authors propose the holistic evaluation mechanism supervised and inspected by the national professional trust system.
{"title":"On Development of Chinese Talent Cultivation Mechanism in AI Age—From the Perspective of the Washback Effect of College Admission Requirements","authors":"Haiyan Li, Qin-hui Wang","doi":"10.17265/2161-623x/2020.02.002","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.02.002","url":null,"abstract":"It is undeniable existence of the backwash effect of college admission requirements (CARs) in each education system of the primary and secondary schools in almost every country in the world, and that the different CARs creates the different model of adolescent development. Through analysis and comparison of the similarities and differences between the Sino-US CARs, this study aims to explore the effective Chinese talent cultivation mechanism (TCM), considering a positive backwash effect of CARs to TCM. The current CARs must be updated with the practice of the 2020 Foundation Plan issued by the Ministry of Education of the People’s Republic of China. To achieve effective CARs, the authors propose the holistic evaluation mechanism supervised and inspected by the national professional trust system.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"16 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":"126522147","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}
Pub Date : 2020-01-28DOI: 10.17265/2161-623x/2020.01.004
Dongxing Yu
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.
{"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}
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