Analysis of attention to teaching high school physics experiment students ability to innovate-毕业论

Research of Stratified Teaching of Junior High School The intellectual level of junior high school students is different between individuals, as well as learning motivation, method and environment for their growth. If using a common method and teaching all together, which would ignore individual differences among students, thereby constraining the development and growth of the student's personality. Stratified teaching scientifically combined classroom teaching, group teaching and individual teaching, and gave play to their strengths, broke the traditional cookie-cutter English classroom teaching methods, it will also get exercise and improve the English proficiency level of the students in all levels. Stratified Teaching means that teachers divide students into severalgroups of similarlevel which is based on students' existing knowledge, ability level and potential trend, and treat them differently. Under the teachers’appropriate stratification strategies and interactions, these groups get the best development and improvement.1. The theoretical basis of stratified English teaching ofjunior high schoolU.S. education expert Bloom put that, student has independent personality and tremendous potential, as long as train them actively and improve theirnonintellectual factors such as interest, emotion and attention, the lagging behind students can also obtaingood results; as long as provide every student appropriate help and full time, almost all students are able to complete the learning task or achieve the required learning objectives, which is similar to what the ancient Chinese educator Confucius has advocated. In the same time, the double main theory and the theory of multiple intelligences in developmental psychology provide a solid theoretical basis for stratified teaching. Stratified teaching carried out in accordance with the above theories, could unify the theory of traditional teaching and modern teaching, and make students as the learning subjects, so as to properly solve the contradiction between the unity of the junior high school education and the differences of students' personality development.Implementing stratified teaching in junior high school English teaching has a solid theoretical foundation and basis, which can be summarized as followingtheories.1.1 Theory of Multiple IntelligencesMultiple intelligence theory proposed by the American psychologist Gardner, compared with the traditional theory of intelligence, Gardner not only proposed a broader intelligence system, but also proposed a novel and practical intelligent concept. He defined intelligent as: the ability to solve the practical problems faced in life; the ability to propose and solve new problems; the ability to providevaluable creation and service to their own cultural. He thought everyone possesses nine kinds of intelligence at the same time, these nine intelligenceshave obvious individual differences, different people show different characteristics of intelligence, all of themare the key point to affecting and restricting student learning and development. Theory of multiple intelligences is one of the basis of stratified teaching philosophy, which means teachers should have an objective understanding of the differences between the individual students, pay attention to the personality development of students, and teach varying with each individual so as to really play to the strengths and expertise of the stratified teaching. Another important theory of stratified teaching is the theory of cooperative learning. Stratified teaching requires that, when organize teaching, teachers should play the role of cooperative learning scientifically, thus form a complementary field among different students, so that everyone could cooperate with each other, support each other to complete the learning task and improve together. In the process of English teaching, the excellent students can play a leading role to help laggard students to accomplish learning tasks actively; and when relatively laggard students ask their own questions, excellent students would be further enhanced their own ability in the question solving process, to some extent, alleviate the burden of teachers teaching, and also cultivate a sense of cooperation among the students, so that students can learn to work together.1.2 Individualized teaching theoryIndividualized education means teaching based on student's specific situation and personality differences, or taking different measures to enable them to become talents needed by the society. Confucius has summarized the previous educational experiencein two thousand years ago, according to his own educational experience, he has took and proposed individualized teaching method.1.3 Successful educational theorySuccessful education theory is an important weapon to help and to guide teachers to solve the English teaching difficulties. The successful educational theory believes that even relatively laggard students have a strong desire and potential to succeed, and advocates to stimulate students' internal motivation and learning potential, to improve the success rate of teaching.Stratified teaching provides a good prerequisite for junior high school Englishteachers to implement successful education. Following the students’cognitive rules, following the principle of individualized educational principle, according to students' different abilities, through stratified setting problem, stratified assignments, stratified evaluation, stratified teachingenables every student carry out his tasks independently, prompts the students to use their brains actively and to participate in class actively, and cultivates the students' confidence and interest in learning so as to develop good study habits.2. Types of stratified teaching of junior high school2.1 Flexible stratificationIn the beginning of the school, the teachers divided the students into three levels based on the students’ test results, current level of English and learning ability. The members of eugenics are excellent students, even therequirement for themis higher, but they also make faster progress, and the teaching mode ismainly self-oriented, teachers only need to assist their learning and answer their question. Teaching work is notrestricted by textbooks and teaching outline.Teachers mainly take succinctly and concise teaching mode. The request for students of is that they should master the knowledge learned in the classroom, and can use it flexibly. The request for the relative laggard students groupcan not be too high, and they only need to complete the content of the textbooks and possess certain practical applicationability. The teaching mode is mainly on teaching. Teachers should take the teaching mode to speak more and give more practice. The stratification division above is dynamic, and can be adjusted according to the actual situation. The students who have significant progresscan be promote to another layer or vice versa. This kind of dynamic division, for the students,is not only pressure, but also motivation, which is also able to mobilize the enthusiasm and initiative of all students.2.2 The stratification of teaching objectivesTeachers must not sacrifice the interests of some students in exchange for the development of some other students. Every student, including laggard students, possesses learning potential. Teaching work should be conducive to develop the potential ability of junior high school students. Therefore, teachers should be clear of the minimum requirements of each group and formulate flexible teaching objectives for each class based on the actual situation of each student. These teaching objectives are basic teaching objective, improve teaching objective and top-notch teaching objective respectively. Teachers should let students know the teaching elastic objective of every unit and each lesson, thus students can determine their individual's level goals based on their own actual situation, but each student's choice is dynamic. By this way, moreopportunities of attempts,selectand developwill be created for students. And students’ thoughts and emotions are always in the excited state, so as to achieve better learning outcomes to reach the higher-level goal.2.3 Teaching stratificationIn teaching, teachers should succinctly teach the most important contentfor all students with the same progress, and achieve the basic teaching objective. At the same time, teachers should also focus on the students and ensure students of different levels to be able to complete their own teaching goals, thus students of different levels can learn something. When give exercises or leave homework, teachers should also follow the theory of teaching stratification, give different task to different groups, which is the kernel of the theory.3. How to implement stratified teaching3.1 Stratification of lesson planningWhen prepare lessons, teachers should focus on individualized education and lay out different learning objectives centered with the themes involvedaccording to the foundation and cognitive abilities of students. Besides, teachers should not only givefull consideration to the objectives of students of different level, but also consider the selection of teaching method, classroom exercises and homework.3.2 Lecture stratificationBefore each lesson, teacher tells students of different levels the targets they should achieve respectively. By this way, students know clearly what they should do in the class, then it’s easier for them to learn and also easier for teachers to teach. Teachers always take the teaching mode of combining the method of guide all the students and teamwork together. According to the requirements of teaching planning, lectures focuses on the middle-level students and take excellent and laggard students into account, and try to create conditions for laggard students. The specific approach is try to use the multimedia, objects, pictures and other visual aids to teach the word and phrasein new courses, so that bring every student to interesting easily teaching atmosphere and enable them to read and use new words. When asking questions, teachers should focus on the hierarchy, simple questions intended to give laggard students to answer, so that they can feel the joy of success in almost every lesson and feel the teacher concerns at any time. And more difficult questions should ask middle-level and excellent students to promote them to think and to find out answer. In addition, the form of classroom teaching should be flexible and diverse, be positive to trigger all students' motivation for learning, thus to improve classroom teaching effect.3.3 Homework stratificationThe stratified practice is one of important content of stratified teaching. By doing homework and exercise, teachers could efficie ntly supervise students’ learning effect, find out their problems and correct them in time. When teachers design exercises and homework, they should divide these tasks into general practice and alternative practice two parts. General practice means using the knowledge directly and some basic exercises, and all the students should do it. Alternative practice is designed for excellent students to improve their self-learning ability.3.4 Stratification of checking student’s homeworkWhen collecting homework, teachers should put them according to the threelevels of A, B, C respectively. And when commenting, put the main focus on the C group of students’ job. Some necessary analysis is needed besides point out the errors they made, and teachers also need to give them correct method. Correcting homework to student’s face gives teacher the chance of individual coaching. At the same time teacher could give some guidance of learning method to students, and strengthen the emotional communication too.3.5 Stratification of the evaluationThe purpose of stratified teaching is to improve all students’ English ability through teaching, and develop to another higher level step by step, thus to improving the overall level of the whole class. The way stratified teaching improved and developed students’ English ability isspiral progressive. Therefore, in order to play the role of the multi-layer promotion,the assessment system should also be stratified. Specifically: unified test questions, but employ different scoring criteria for different levels students. Through stratified evaluation and encourage, the initiative and enthusiasm of all students to learn English would be fully mobilized, and prompt them to work harder towards the higher level goals.4. ConclusionWith the deepening reform and development of new curriculum, English teaching centered with student’s development. That is, for all students, promote the comprehensive development of all students, and promote the healthy development of each student's personality. However, influenced by congenital condition and acquired factors, every student varies in basic level, cognitive rules, acceptance and hobbies. The individual differences of every student lead to their different development goals. If we really want to achieve the new curriculum standards, to promote the comprehensive development of all students, we must face up to the difference between the students, and earnestly implement the educational philosophy of student-centered development and the stratified teaching. Besides,we should design different learning objectives, in order to realizeall participated teaching, so that all students are able to enjoy the fun of learning, and the joy of success, and to improve all students’ English ability.。

Effectiveness of the Effectiveness of Ideological and Political Education in Higher V ocational English T eachingHua Niu, Jiang XiTechnical College of ManufacturingAbstract: V ocational English teaching has played an important role in recent years, Pay attention to the quality of English teaching and the teaching results of higher vocational colleges, it not only must be able to improve students’ basic knowledge through English teaching, meanwhile, it should also better improve the students’ ideological and political ability and ideological and political level, improve the overall ability of higher vocational English teaching, constantly improve the improvement of English teaching in higher vocational colleges. The article starts from a new perspective, explore how to integrate ideological and political teaching into the process of higher vocational English teaching, based on the problems of English teaching, so as to better improve the overall level of higher vocational English teaching in China.Keywords: Higher vocational English; Ideological and political education; PenetrationDOI: 10.47297/wspiedWSP2516-250026.20210512Under the context of globalization, English learning is of great significance to realizing the national strategic goals. Language is the carrier of thinking. English carries the political, economic and social culture of the western world. Many students in higher vocational colleges are limited by their educational background. In the process of English learning, they will inevitably have psychological conflicts and confusion about different social forms, humanistic politics and values of Chinese and Western Countries. English teaching in higher vocational colleges should play its role of ideological and political education, solve the fundamental problem of who to cultivate and how to cultivate people, give ideological and political education to teaching, and transform it into students’ emotional identity and behavior habits.About the author: Hua Niu (1973-), Female, ethnic Han, born in Huzhou, Zhejiang Province. Assistant, Undergraduate, Research area: English teaching.1581591. The Current Analysis of the English T eaching in Higher V ocational CollegesAt present, higher vocational English teaching has begun to constantly improve and progress, from many aspects, the technical level of the whole teaching is also constantly improving. These progress is mainly manifested in the following aspects, first of all, higher vocational English teaching teachers’ teaching quality, in recent years, many English teachers pay more attention to the teaching quality of higher vocational English teaching, through a variety of quality ability and quality level to continuously promote the whole teaching process, promote the progress of teaching ability. Secondly, the teaching form of higher vocational English teaching shows a diversified trend. The teaching quality and the overall teaching level are constantly improving and improving, which is also an important progress in the whole teaching process. In short, on the whole, higher vocational English teaching has developed rapidly, and the whole teaching level and teaching quality are making continuous progress. This is also an important progress in the whole teaching process at this stage.2. The Integration of Ideological and Political T eaching into Higher V ocational English T eaching(1) Course knowledge content is not highAiming at some problems in the English teaching process of higher vocational colleges, we must actively improve the teaching content. The whole ideological and political teaching course is fully integrated into the process of higher vocational English teaching. There will be a problem of insufficient integration of the courses, if the integration of the curriculum teaching is not enough, it would ineffectively improve the teaching mode and teaching content, which will lead to the teaching goals not be achieved. Targeted these problems will have certain difficulties, therefore, from this level, in the learning process of ideological and political teaching courses, we must find the integration point of ideological and political teaching and higher vocational English teaching, so as to more effectively improve the teaching ability and teaching quality. This is also a problem that needs to be fully paid attention to in the actual teaching process.(2) Ideological and political education concept input is not enoughFrom the entire educational process in recent years, on a whole, the integration of the whole educational concept and the ideological and political education process is not enough, especially in the teaching process and the improvement of the teaching concept. Ideological and political teaching ideas and ideological and political teaching ideas must be fully integrated into the teaching process,Effectiveness of the Effectiveness of Ideological and Political Education in Higher Vocational English TeachingJournal of International Education and Development Vol.5 No.12 2021actively form an effective teaching mode. Constantly pay attention to the whole teaching process and the improvement of the teaching system, if the input degree of ideological and political teaching ideas is not enough, it will be difficult to achieve the effect of effective teaching mode application, so from this point of view, full attention is paid to the continuous deepening of the ideological and political teaching concept and the improvement of the teaching process. This is also a problem to fully pay attention to in the specific teaching process.3. Analysis of Ideological Teaching into the Process of Higher V ocational English T eaching(1) Promotes the integration of the entire teaching contentIn terms of the improvement of the English teaching system and English teaching process in higher vocational colleges, improving the integration of the whole teaching process, and fully integrating the ideological and political teaching into the whole teaching content and teaching system, the problem needs to be improved from the following aspects. First, English teachers should provide in-depth teaching to students and improve some ideological and political educational content, by improving the improvement of the whole teaching content system. The content of the teacher’s ideological content can be the content of multiple aspects, these quotes can both exercise their students’ English skills. At the same time, we can improve the degree of integration of learning points and the learning ability of famous sayings, so at these levels, promote the integration of the whole teaching content. It is of great significance to improve the improvement of the whole teaching system, this is also the strategy that needs to be fully paid attention to in the process of improving the teaching mode at this stage.(2) Continues to go deep into the perfection of ideasIn the process of perfect teaching and teaching concept, teachers must do a more suitable perfect teaching concept, through the improvement of the whole teaching process, and constantly promote the improvement of the whole teaching level and teaching system, for this strategy needs to improve the teaching mode and teaching concept from the following aspects. First of all, teachers can quote stories and other forms, let students understand English stories while improving their own ideological realm, and constantly promote the progress of the whole ideological system.in addition. And in the process of English teaching, English teachers should constantly deepen and improve the whole English teaching content and teaching system, make the ideology of the whole teaching process more perfect. On the whole, we will constantly improve the whole level of teaching ideas, carry out the ideological training of Chinese composition and the course learning and training of Chinese composition, actively carry out the ideological system construction,160161continue to promote the improvement of the whole ideological process. This is also a problem to fully pay attention to in the process of improving the teaching system. So, combined with the research and analysis of this problem, improve the whole teaching process and teaching ability has an important practical significance.4. PerorationIn short, higher vocational English education into ideological and political education is a bold attempt, is also a key problem in the process of teaching development. Effectively improve English teaching, improve the teaching process of ideological consciousness and ideological and political education integration, constantly promote the improvement of the whole teaching process, only from these aspects, to improve the ideological education system, let students benefit from the teaching quality of knowledge learning, this is also the process of education system need to pay full attention to.References[1] Zhang Ying. “Implementation path of courses in Higher V ocational English major- -Take Tianjin V ocational University as an example” [J]. Higher V ocational Educa-tion (Journal of Tianjin V ocational University), 2019, (3).33-38.[2] Tang Hongxia. “The penetration of Ideological and Political Education in English Teaching of Higher Vocational Hotel” [J]. Modernization of Education , 2019, (50).205~06.[3] Zhu Yi, Chen Shun. “Research on the Construction of Ideological and Political Ed-ucation System in Higher V ocational English Teaching” [J]. V ocational Education Forum, 2019, (32).26-30.Effectiveness of the Effectiveness of Ideological and Political Education in Higher Vocational English Teaching。

二语习得综述Second Language AcquisitionWhat is SLA?Second Language Acquisition (SLA) refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language. The additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired. It is also commonly called a target language (TL), which refers to any language that is the aim or goal of learning. The scope of SLA includes informal L2 learning that takes place in naturalistic contexts, formal L2 learning that takes place in classrooms, and L2 learning that involves a mixture of these settings and circumstances.*Language learners can study the language as a school subject, consciously learning and memorizing facts about the language. This results in conscious knowledge about the language that is referred to as declarative knowledge陈述性知识or explicit knowledge 隐性知识. Stephen Krashen calls this language learning.*Language learners can also gradually gain unconscious control overthe language by using it actively for functional and communicative purposes. This results in unconscious knowledge that is referred to as procedural knowledge过程性知识or implicit knowledge显性知识. Stephen Krashen calls this language acquisition.----二语习得内隐外显学习研究-问题与思考-戴炜栋语言的本质Nature of Language语言现象有生理及心理的基础，同时也是历史及文化的产物。

The Reading Teaching Methods and Strategies of The Very Hungry Caterpillar发布时间：2021-04-19T11:35:58.320Z 来源：《教学与研究》2021年2期作者：严妙[导读] In primary school, picture book story is an effective supplement to English reading teaching严妙广东茂名幼儿师范专科学校In primary school, picture book story is an effective supplement to English reading teaching. How to improve the effectiveness of picture book story reading teaching is an urgent problem. Based on the teaching case of The very Hungry Caterpillar, this paper discusses the methods and strategies to optimize the teaching of picture book story reading and improve students' English reading ability.[Key words] picture book story; reading teaching; reading abilityThe new curriculum standard mentions that primary school students should "be able to understand and read simple stories" in the description of the overall goal of the curriculum and the description of sub language skills goals. (Cheng Xiaotang, Liu Zhaoyi, 2008). Picture books, with stories as the carrier, provide students with rich language learning materials through pictures and words, which can not only arouse their enthusiasm in language learning, but also promote their language construction and deep thinking in specific situations. Taking the story teaching of The Very Henry Caterpillar as an example, this paper discusses the effective methods and strategies of story teaching through the analysis of the design of story teaching activities.1. Take the construction of story artistic conception as the core and design teaching activities reasonably1.1 Pre-reading -- Observe the cover of picture bookAt the beginning of the class, the teacher presents the cover of the picture book. By observing the cover, the students have a general understanding of the background of the story and the characters in the story. After that, the teacher guides the students to predict the content of the story by asking questions and think about the occurrence and development of the story.1.2 While-reading -- Ask and answersIn this part, the teacher designs activities with caterpillar's food as the main line to help students follow the picture and clarify the development of the story. Then, the teacher guides the students to understand what the caterpillar eats. This is the climax of the story. A caterpillar breaks out of its cocoon and turns into a butterfly. Through their own efforts, caterpillars achieve their own desire to become butterflies. What are the students' wishes? How can we achieve our wish? Teacher relies on the artistic conception of the story text, fully mobilizes students' thinking, makes students learn and use knowledge in exploration, and feel happy in thinking experience.1.3 After-reading --Extending the theme of picture books to form ideasFinally, the teacher shows the celebrities' faces and briefly introduces their deeds. They are all the best people in the world, and they grow from little caterpillars by gnawing books and gnawing books. Students in the classroom with a real spiritual experience and feelings expressed their real ideas: then why should we work hard to succeed. Students speak freely in connection with the reality of life, and come to the theme of cooperation, innovation and bravery, which is exactly what the author wants to convey to readers.2. Take questioning as the breakthrough to understand the story and pay attention to the cultivation of thinking2.1 The questions to form understandingThese questions can help students to clarify the relationship between facts, classify facts, and express their views and feelings. Firstly, teachers ask the following questions: how many applications does the caterpillar eat? Is he full now? Students answer questions inspired by teachers. So as to guide students to think and understand the content of picture book story.Throughout the whole class, teachers pay attention to the integrity of the problem chain and improve the efficiency of classroom teaching. In different stages of the story, the question "is the caterpillar full already?" is raised to arouse students' thinking and interaction. From the perspective of caterpillars, the students clarified the development of the story from their emotional changes. After the students perform, the teacher's question "how do you feel?" triggers the students' real feelings. They express their joy and feel the importance of hard study.2.2 The questions to promote thinkingThis kind of questions needs students to think deeply, which is generally an open problem, aiming at the pursuit of thinking experience and opinion expression.For example, when a caterpillar turns into a butterfly, the teacher guides the students to think through the following words: why can the caterpillar become a butterfly.At the end of the class, the teacher asks the students to think: what can you do to help you realize your dream?Therefore, students should think in many dimensions out of the text, dig deeply, and put forward various possibilities to solve the problem. When we can see students' thinking from the perspective of rationality, multidirectionality, logic and innovation of thinking, students' learning goes beyond the original meaning (Zhang Feng, 2017). Teachers make learning more meaningful through the whole situation created by the problem chain.3. Taking experience and perception as the path of learning stories and implementing cultural character3.1 Create situation and experience emotionAt the beginning of the story, the teacher creates a situation in which the caterpillar is very hungry, and the students realize that he yearns to be a butterfly. Then the teacher uses multimedia to show that the caterpillar grows up by eating, so that the students and the caterpillar can feel the beauty of life together. It can be seen that the situational learning can help the students to clarify the relationship between the various information points in the story.3.2 Conduct performance and extend the textIn the last part of the class, the teacher asks the question: how can we be successful? After thinking in the role experience, the students rise from perceptual knowledge to rational answer, and push the theme of the story to a new height. They improve their thinking level in the process of judgment and imagination. From the students' answers, we really feel the reality of students' emotions, the clearness of their attitudes and the return of their values.In short, in picture book story teaching, teachers can design teaching from different aspects: constructing the artistic conception of the story, creating learning situation; using questioning means, expanding thinking space etc., so as to effectively improve the efficiency of classroom teachingand promote the development of students' core literacy Formation.参考文献程晓堂、刘兆义 2008. 小学英语 [ M ]. 上海：华东师范大学出版社．胡庆芳等 2011. 改进英语课堂 [ M ] . 北京：教育科学出版社王蔷等. 2017. 小学英语分级阅读教学：意义、内涵与途径 [ M ] . 北京：外语教学与研究出版社王秋红等 2015. 英语阅读教学中的语言处理：理解与赏析 [ M ]. 杭州：浙江大学出版社余文森 2017. 从三维目标走向核心素养 [ A]. 杨九诠．学生发展核心素养三十谈[ c ]. 上海：华东师范大学出版社 14- 19. 张丰. 2017. "学会学习＂的意与义 [ A]. 杨九诠．学生发展核心素养三十谈 [c J. 上海：华东师范大学出版社 102- 108. 朱浦 2008. 教学专题透析 [ M ] . 上海：上海教育出版社．。

ESP的需求分析The Need Analysis of ESPAbstractWith the further development of the global economic integration, the further expand of communification field and the further in-depth of the internationlization process of professional life, people have an more and more high demand for English. As the communification language of various fields in the world, English for Specific Purposes play a more and more important role. As the continuous development of China‟s college English education and the application of English for Specific Purposes in real life, ESP teaching will be an important direction of development.It grows from the learners‟needs and wants, affect and intention should be fully considered in the process of ESP teaching, need analysis in this thesis refers to the systematic collection and analysis of all the learners‟human needs as well as language-related ones that satisfy the learning needs of students within the context of ESP teaching for English majors. As such, this thesis places the analysis of students‟learning needs at the center of attention, identifies students‟Learning needs in ESP teaching for English majors as well.Key Words: English for Specific Purposes, need analysis, learning needs内容摘要随着全球经济一体化的进一步发展，交流领域的进一步扩大和职业生活国际化进程的进一步深入，人们对英语的需求越来越高，作为世界各领域、各行业的交流语言，专门用途英语将发挥越来越重要的作用。

素质教育和应试教育英语作文1 The significance of going to school seems to be to fight for the bright future of every child. They need to arm themselves with knowledge in order to go to a good university and have a promising career. However, people pay more attention to knowledge education and ignore quality education.This is what schools should pay attention to. In quality education, schools always focus on students' learning, and score is the main standard to measure whether students are excellent or not So the students study hard in order to get high marks and prove themselves. Now look at the news about teenagers.Tragedies often happen in foreign schools. It's not new that shooting cases are manipulated by teenagers. Now education clearly needs to make some changes for teenagers, it is necessary to cultivate them with quality education to make them mentally healthy.Schools need to open classes to teach students how to deal with their psychological problems Born in good physical and mental health.素质教育和应试教育英语作文2 From the promotion of quality education to the present, the transformation from examination oriented education to quality education has become the consensus of the majority of teachers in our country. The voice of quality education is becoming stronger and stronger. Schools should also require the promotion of quality education nationwide.In order to adapt to the education objectives in the new period, we should carry out quality education from the aspects of curriculum reform, teaching methods improvement, school facilities update, etc The implementation effect of quality education is not ideal because of the gap between conditions and education concept. Due to the adverse effects of market economy and other factors on school education, the quality education is not good and bad, and the effectiveness of quality education is further reduced. This makes us have to reflect on the challenges faced by quality education in the implementation of quality education, and quality education can not operate and play a role as scheduled Based on the sample survey of urban primary and secondary school students, this paper discusses the implementation of quality education.From the results of questionnaire analysis, we can better understand the primary and secondary school students. The implementation of quality education in primary and secondary schools in our city is not satisfactory, and there are many places to be improved. I hope that some suggestions put forward in this paper can provide some help for the implementation of quality education in primary and secondary schools in our city.素质教育和应试教育英语作文3 Quality education is a hot topic in the education field in recent years, and it is also a difficult problem in quality education. Quality education has a wide and profound connotation. It aims at cultivating students' innovation ability, taking into account the future needs of society and respecting students' personality.Quality education has extensive and profound significance. Its purpose is to cultivate students' innovation ability and adapt to the future needs of society Yes, I just want to talk about the quality education in the University. The quality education in the university can be divided into two parts, one is self quality education, the other is school quality education.Education is an important stage in people's school life, because it is the place where we learn the most useful knowledge and skills in our future work, and it is also a micro society. Of course, we are not To prepare for life, high-quality education can actually make us become high-quality modern people. The teaching process is a process of transmitting information.Without the active participation of students, there is no way to study normally. Without the independence of learning, our personality can not develop normally. Because university study gives us a lot of time and independence, we should cultivate self-study At the turn of the century, the key is talent competition.The rise of university quality education is to adapt to the needs of competition and is a process of improving people's quality. Quality education is a matter of our life, but there are many levels and stages of quality education. Both students and education system should be changed, We'll see.。

第1篇IntroductionIn the era of digital education, the demand for high-quality online teaching has surged. English live classes, in particular, have become a crucial component of language learning, offering real-time interaction and personalized attention. To ensure that our English live classes meet the highest standards, our educational institution has organized a research and development workshop. This workshop aims to explore innovative teaching methods, discuss challenges faced by educators, and brainstorm solutions to enhance the overall quality of our online English classes.I. Workshop Objectives1. Identify Current Challenges: To understand the common challenges faced by teachers in conducting English live classes.2. Share Best Practices: To discuss and share effective teaching strategies and tools used in online English classes.3. Innovate Teaching Methods: To explore new and innovative teaching methods that can be integrated into our online curriculum.4. Enhance Student Engagement: To brainstorm ideas on how to increase student participation and motivation in live English classes.5. Professional Development: To provide teachers with opportunities for continuous learning and professional growth.II. Workshop AgendaDay 1: Identifying Current ChallengesMorning Session: Teacher Reflections- Teachers share their experiences and challenges faced while conducting English live classes.- Group discussions to identify common issues and possible causes.Afternoon Session: Student Perspectives- Students from different classes share their experiences and feedback regarding online English classes.- Analysis of student feedback to identify areas for improvement.Day 2: Sharing Best PracticesMorning Session: Effective Teaching Strategies- Panel discussion featuring experienced teachers sharing their best practices in online English teaching.- Focus on interactive teaching methods, student engagement, and assessment techniques.Afternoon Session: Tools and Technologies- Presentation on various online tools and technologies that can enhance the teaching and learning experience.- Demonstration of these tools and hands-on practice sessions for teachers.Day 3: Innovating Teaching MethodsMorning Session: Case Studies- Review of case studies showcasing innovative teaching methods used in English live classes.- Group discussions to analyze the effectiveness of these methods and adapt them to our own context.Afternoon Session: Brainstorming Session- Collaborative brainstorming to generate new ideas for teaching methods and activities.- Creation of action plans for implementing these ideas in our online English classes.Day 4: Enhancing Student EngagementMorning Session: Student Motivation- Presentation on strategies to motivate students in online English classes.- Focus on creating a positive and engaging learning environment.Afternoon Session: Interactive Activities- Development of interactive activities and games that can be usedto increase student participation.- Sharing of these activities and feedback from teachers.III. Workshop OutcomesBy the end of the workshop, participants are expected to:1. Have a clearer understanding of the challenges faced by both teachers and students in English live classes.2. Be equipped with a range of effective teaching strategies and toolsto enhance the quality of their online classes.3. Have developed new ideas for innovative teaching methods and activities.4. Be motivated to increase student engagement and motivation in their online English classes.5. Have a plan for their own professional development and continuous improvement as educators.ConclusionThe research and development workshop for English live classes has been a valuable opportunity for educators to come together, share experiences, and collaborate on enhancing the quality of our online teaching. By addressing the identified challenges, sharing best practices, and exploring innovative teaching methods, we are confident that our Englishlive classes will continue to provide an engaging and effective learning experience for our students. As educators, we are committed to continuous improvement and professional growth, ensuring that our students receive the best possible education in the digital age.第2篇IntroductionThe purpose of this English live classroom research and development activity is to enhance the quality of English language teaching and learning through the utilization of modern technology and innovative teaching methods. This activity aims to bring together educators, administrators, and technology experts to discuss current trends, share best practices, and explore new strategies for effective English language instruction in a live classroom setting.Date and VenueDate: October 15, 2023Venue: Online Conference Platform - ZoomParticipantsEducators from various schools and educational institutionsTechnology experts specializing in educational technologyAdministrators responsible for curriculum development and implementationStudents (via video presentations)Agenda1. Welcome and Opening RemarksIntroduction of the event objectives and agendaWelcoming remarks from the host and guest speakers2. Keynote Speech: The Future of English Language TeachingSpeaker: Dr. Jane Smith, Professor of EducationDiscussion on the impact of technology on language learningEmerging trends in English language teaching and learning3. Panel Discussion: Best Practices in Live Classroom English TeachingModerator: Mr. John Doe, Head of English DepartmentPanelists:Ms. Emily Johnson, Teacher and Technology AdvocateMr. Michael Brown, Curriculum DeveloperMs. Sarah Lee, Educational Technology SpecialistTopics:Effective use of technology in live classroomsEngaging students through interactive learning activitiesAssessment and feedback strategies for live classroom settings4. Workshop: Integrating Technology into English Language TeachingFacilitator: Ms. Lily Wang, Educational Technology ConsultantHands-on activities demonstrating the use of educational technology toolsDiscussion on the challenges and benefits of integrating technologyResource sharing and collaboration among participants5. Student Perspectives: Live Classroom ExperienceVideo presentations from students sharing their experiences and suggestionsQ&A session with students and educators6. Case Studies: Successful Live Classroom English ProgramsPresentations by representatives from successful live classroom English programsDiscussion on the key factors contributing to their successInsights into program design, implementation, and evaluation7. Interactive Session: Group Discussions and BrainstormingParticipants are divided into small groups to discuss specific topicsBrainstorming sessions to generate innovative ideas for improvinglive classroom English teachingGroup presentations and feedback8. Closing Remarks and Next StepsSummarization of the key takeaways from the eventAnnouncement of follow-up activities and resourcesThank you speeches and acknowledgmentsSession 1: Welcome and Opening RemarksThe event commenced with a warm welcome from the host, followed by opening remarks highlighting the importance of continuous improvement in English language teaching. The participants were encouraged to actively engage in the discussions and share their insights.Session 2: Keynote Speech: The Future of English Language TeachingDr. Jane Smith provided an insightful keynote speech, emphasizing the role of technology in shaping the future of language learning. She highlighted the importance of adapting to new trends and embracing innovative teaching methods to ensure that students receive a comprehensive and engaging learning experience.Session 3: Panel Discussion: Best Practices in Live Classroom English TeachingThe panel discussion was a lively exchange of ideas and experiences. The panelists shared their perspectives on various aspects of live classroom English teaching, including the effective use of technology, student engagement, and assessment strategies. The participants gained valuable insights into the best practices that can be implemented in their own classrooms.Session 4: Workshop: Integrating Technology into English Language TeachingThe workshop provided participants with practical skills and knowledge on integrating technology into their teaching. Through hands-onactivities and collaborative discussions, participants explored various educational technology tools and resources that can enhance the learning experience in a live classroom setting.Session 5: Student Perspectives: Live Classroom ExperienceThe video presentations from students offered a unique perspective on the live classroom experience. The students shared their thoughts on what works well and what could be improved, providing valuable feedback that could be used to enhance the teaching and learning process.Session 6: Case Studies: Successful Live Classroom English ProgramsThe case studies presented by representatives from successful live classroom English programs showcased the best practices and strategies that contributed to their success. The participants learned about the program design, implementation, and evaluation processes, which could be adapted and applied in their own contexts.Session 7: Interactive Session: Group Discussions and BrainstormingThe interactive session allowed participants to engage in meaningful discussions and brainstorming sessions. Through collaborative efforts, participants generated innovative ideas for improving live classroom English teaching, which were presented and discussed by the groups.Session 8: Closing Remarks and Next StepsThe event concluded with a summary of the key takeaways and an announcement of follow-up activities and resources. The participants were encouraged to continue the conversation and collaboration beyond the event, ensuring that the knowledge and insights gained would be effectively applied in their professional practice.ConclusionThe English live classroom research and development activity was a successful event that provided valuable insights and resources for educators, administrators, and technology experts. Through discussions, workshops, and case studies, participants gained a deeper understanding of the challenges and opportunities in live classroom English teaching. The event fostered a collaborative environment that encouraged the sharing of best practices and the exploration of innovative strategies, ultimately leading to improved quality of English language instruction.第3篇Introduction:The English live classroom teaching and research activity aims to explore and improve the effectiveness of online English teaching. Inthis activity, we will discuss various teaching strategies, share experiences, and analyze the strengths and weaknesses of our teaching methods. By engaging in this activity, we hope to enhance the quality of English education and foster a collaborative learning environment.I. Teaching Strategies and Techniques1. Introduction to live classroom teachingWe began the activity by introducing the concept of live classroom teaching. We emphasized the importance of creating an interactive and engaging learning environment for students, even in an online setting.2. Utilizing multimedia toolsWe discussed the use of multimedia tools such as videos, audio, and images to enhance the learning experience. These tools can helpillustrate complex concepts, make lessons more dynamic, and cater to different learning styles.3. Encouraging student participationWe highlighted the significance of encouraging student participation in live classes. We shared ideas on how to engage students, such as asking questions, using polls, and facilitating group discussions.4. Effective use of timeWe discussed the importance of managing time effectively during live classes. This includes setting clear objectives, structuring the lesson appropriately, and ensuring that there is enough time for student interaction.5. Adaptability to different learning levelsWe emphasized the need to adapt teaching methods to accommodate different learning levels. This can be achieved by offering differentiated tasks, providing additional support to struggling students, and ensuring that all students feel challenged.II. Sharing Experiences and Insights1. Challenges faced in live classroom teachingParticipants shared their experiences and challenges faced while teaching in a live classroom setting. We discussed issues such as technical difficulties, maintaining student engagement, and assessing student progress.2. Effective strategies for overcoming challengesWe brainstormed and shared effective strategies for overcoming the challenges mentioned. These included troubleshooting technical issues, creating engaging lesson plans, and using online assessment tools.3. Successful case studiesParticipants shared successful case studies of live classroom teaching. We discussed the key factors that contributed to their success, such asclear communication, student-centered teaching, and continuous improvement.III. Analyzing Teaching Methods and Outcomes1. Identifying strengths and weaknessesWe analyzed our teaching methods, identifying both strengths and weaknesses. This included evaluating the effectiveness of our lesson plans, the use of multimedia tools, and the level of student engagement.2. Reflecting on student feedbackWe reflected on student feedback, considering their suggestions for improvement. This helped us identify areas where we needed to make adjustments to our teaching methods.3. Setting goals for continuous improvementBased on our analysis, we set goals for continuous improvement in our live classroom teaching. These goals included enhancing student engagement, improving the use of multimedia tools, and providing additional support to struggling students.IV. ConclusionThe English live classroom teaching and research activity provided a valuable opportunity for educators to share experiences, discuss challenges, and explore effective teaching strategies. By analyzing our teaching methods and outcomes, we gained insights into how to enhance the quality of English education in an online setting. We look forward to implementing the strategies discussed and continuously improving our teaching practices to better serve our students.Note: This outline can be used as a framework for a live classroom teaching and research activity. The content and depth of the discussion can be tailored to the specific needs and goals of the participants.。

Research on Literary and Art Development2022, VOL. 3, NO. 4, 10-13DOI: 10.47297/wsprolaadWSP2634-786502.20220304The Application Analysis of Experience Teaching in the Course Color ExpressionYanzhuo Zhang1, Xiangzhe Cui2*1Jili jianzhu University, Changchun City, 1300002Graduate School of Education, Sehan University, Jeollanam-do 58447, Republic of Korea )Graduate School of Education, Sehan University, Jeollanam-do 58447, Republic of KoreaABSTRACTThe combined education of experiential and art-specific courses canstimulate children's passion for learning, allowing them to appreciateartworks and master painting knowledge in a real-world experience,which will help them to improve their aesthetic ability and realm. Inaddition, the experiential classroom focuses on the participants'understanding of professional knowledge and skills, which can enhancetheir emotional experience, practical experience and creative feelings inthe display design classroom. On this basis, this paper examines thesignificance and problems of the experiential classroom in the colorexpression classroom, and gives relevant teaching implementationcountermeasures.KEYWORDSExperiential; Color; Application1　IntroductionOverall, students are in a prime period of growth in their intellectual senses, emotional awareness and overall character. Proper teaching of aesthetic education can invariably increase students’feelings and appreciation of beauty and give them a positive enthusiasm. In the teaching of color art, the individual feelings of the learner have a great deal to do with the motivation to teach and the maintenance of the learner’s concentration.2　Significance of Experiential Teaching in Color Representation Course(1)　To Promote Students’ Self-study EnthusiasmDuring the experiential teaching of color expression, students can intuitively gain a practical sense of knowledge, effectively participate in interaction, active inquiry and creativity, effectively mobilizing their artistic creativity and enabling them to develop their own creativity. In addition, while being exposed to practical project tasks and materials, they can consciously complete the construction of a learning framework and remain motivated to continue. Therefore, some teachers choose artwork as a teaching tool to guide children to achieve positive emotional feelings through appreciation and imitation. Others choose a variety of teaching tools and vehicles to allow the children to visually experience the beauty of the lines and images of art, thus furthering their understanding of drawing techniques.Research on Literary and Art Development11 (2)　To Promote the Ability of Thinking DivergenceCompared to the previous style and form of teaching in schools, the implementation of experiential teaching can create more space for learners to think freely and creatively, thus stimulating their cognitive passion, creative spirit and spreading their imaginative thinking. With the help of various materials, they can naturally accumulate painting materials and experience the artistic ideas therein, allowing them to train and grow in their painting ideas.(3)　Promote the Aesthetic Realm of StudentsThe formation of experiential color expression teaching not only helps learners to master the basics of various aesthetics and creative skills, but also to get a sense of beauty in practice, to cultivate personal human qualities and to improve their aesthetic state. For learners with a strong interest, imitation and learning ability, experiential color expression courses can create immersion situations for learners to concentrate on art appreciation and aesthetics, and invariably improve their artistic level.3　Analysis of the Current Situation of Color Expression Teaching(1)　Out-of-date Teaching MethodsAs classroom styles continue to change, it is important for teachers to change and innovate their teaching methods. While paying attention to changes in teaching methods and the classroom environment, teachers should also focus on the development of children's independent and autonomous learning so that the efficiency of classroom teaching continues to improve. However, in current school teaching, some teachers are still in a period of innovation in their teaching concepts and have neither the flexibility nor the innovation necessary to apply new teaching methods and classroom approaches, so they too are often in a phase of imitation and passive teaching. This is not only a constant drain on the teacher’s efforts, but also makes it difficult to achieve better teaching results. Also, some teachers judge the state of the children, mostly on the basis of imitative similarities, and therefore find it difficult to develop their creative awareness and thinking skills in greater depth.(2)　Lack of Focus on Students’ Artistic LiteracyIn the old teaching philosophy and thinking, the only way to lay the foundation for future teaching and growth was to grasp the knowledge points of culture. In this situation, many teachers focused more on the marks of subjects and not enough on the children’s art training, so it was difficult to improve the children's aesthetic realm and art quality. Even if art can be taught, it is mostly based on predetermined topics, objectives and projects, making it difficult for students to give full play to their creativity and inquiring minds, and for their artistic realm to improve. Therefore, parents and teachers should be aware of the role of the color art program in promoting the quality of art, aesthetic realm and creative growth of primary and secondary school students. In fact, art can promote the development of their aesthetic psychology and learning needs in the art curriculum, creating an environment for the growth of their creative thinking, hands-on skills, artistic and creative qualities and aesthetic qualities.Yanzhuo Zhang and Xiangzhe Cui 124　Application Strategies of Experiential Teaching in Color Expression Teaching (1)　Make Full Use of the Color of Art Works to Develop Visual ExperienceAs the art subject essentially belongs to the field of aesthetics, there exists a distinctive characteristic of image specificity and immediacy. Therefore, when teaching in junior school, teachers should appropriately select teaching tools, materials, colors and objects, present knowledge of painting in a direct way, provide a strong impact on children's visual senses and guide students to consciously appreciate the aesthetic aspects of multi-arts and sports. In such an atmosphere of activity, learners can generate pleasant sensory sensations and invariably cultivate their personal aesthetic qualities, prompting the enhancement of their overall artistic qualities. To develop students’sense of aesthetic and experiential appreciation of color, teachers can select physical works of painting that suit students' interests and introduce them into the classroom for them to appreciate, allowing them to carry out aesthetic analysis from a variety of perspectives, thus enhancing their learning experience. For this reason, when introducing the section on color coordination and tone', teachers should use the best works by the famous artist Monet and select high resolution sample photographs from the internet for printing, ensuring that each class can share a ‘reproduction’ of the best work. To begin learning about the selection and use of objects, the teacher can begin by guiding the children through the best works in the textbook to give them a better understanding. The teacher then instructs the groups to prepare the reproductions to be handed out, and each group member then analyses the content of the work from a distance and from close up, the scenes depicted, the season and the time of year. As the different groups continue to look closely and speculate on the scenes in the piece, the teacher can lead the different groups to communicate, exchange ideas and share their experience of beauty. Following the music appreciation exploration activity, music teachers can organize group presentations and have representatives from different groups share their work. For example, the teacher could choose the work ‘Haystacks’ and ask students to analyze it in terms of tone, structure, paint and other uses, and organize group research and independent presentations to further enhance the aesthetic in a free atmosphere of appreciation.(2)　Restore Scenarios of Art Works and Conduct Virtual Art Experience ActivitiesSituational games can give learners a diverse and diverse teaching experience. Therefore, teachers should restore the scenes portrayed in their works according to the nature of students and the contents of classes, and create virtual and vivid teaching scenes for them, to show the images of quiet life, time and characters in the scenes, so that they can not consciously sink into the scenes, so as to help them better understand the nature of Art works, emotional understanding. In the creative creation of individual paintings, the inspiration of works often comes from personal daily life or fantasy, thus turning personal understanding of beauty into specific pictures, and using artistic tools such as brushes, colors, canvas to express, thus placing personal feelings in the paintings. Therefore, teachers can introduce information-based teaching techniques to infiltrate the teaching contents of sound, picture, animation, video into the classroom teaching, restore the corresponding teaching scenarios, and promote the learners to draw lessons from virtual activities, and enhance their aesthetic awareness. Therefore, when introducing the teaching content of the expression of color, the teacher can clip the scenery pictures of various places, summarize the wonderful shooting videos and photos, and integrate the painting content, so that students can enjoy videos and watch paintings while enjoying them, and improve the aesthetic level by comparing and viewing. In the classroom teaching activities, teachers can also show pictures of scenes in the turn of the four seasons, so that students can find beautiful color phenomena and changing rules of scenes inResearch on Literary and Art Development13videos and photos. When a child concentrates on the beautiful scenery, the teacher will talk about the mechanism of color generation and guide the child to study the visual effects of the use of various colors according to the pictures in books and pictures. Thereafter, teachers can instruct children to use paints to depict flowers, snowscapes, terraces, grasslands, and paint to depict the beautiful nature.(3)　Develop Practical Experience Activities to Strengthen Aesthetic PerceptionPractical teaching activities are an important way to improve knowledge of painting theory and experience the charm of the subject. Through a variety of practical experiences and teaching activities, children can learn to appreciate beauty, understand it, transform it and create it. For example, when the teacher introduces ‘The relationship between subjective and objective color’, the teacher can show the children materials such as plaster, play-box and colored paper, and instructs them to use their imagination to complete the production process by sticking, digging, snapping, folding and twisting, and then using different colored pens to process the color changes on the masks and observe the color changes from different angles. Through humane guidance and support, the children can feel the joy of scheme design and hands-on making. Finally, the teacher can choose the best students’ works and let them wear the masks in class or participate in comedy performance competitions, which enhances the students’ aesthetic awareness and emotions.5　ConclusionTo sum up, the use of color expression education in experiential education is an important way to improve students' aesthetic realm, enhance their self-perception and improve emotional communication. Therefore, in educational practice, teachers should take the form of organizing comprehensive experiential courses, virtual experiential classes and practical experiential activities to stimulate children’s enthusiasm for using their brains and hands, and to guide them to improve their personal aesthetic level and creative awareness through appreciation, feeling and participation.About the AuthorYanzhuo Zhang(1982-10), F, Han nationality, Jili jianzhu University, lecturer Master degree, Research direction: Aesthetic Education Theory, Ideological education for college students.References[1] Tongyu Zhang. Application of Experience Teaching in Courtyard Design Teaching [J]. Modern Horticulture, 2019,42(17): 207-208.[2] Qiang Fu. Preliminary study on the role of color course in the teaching of photography specialty [J]. Fujian Tea, 2019,41(08): 75.[3] Chuner Zhou. The application of experiential teaching in color class [J]. Art Education Research, 2017 (17): 148.。

Language TransferDuring the process of foreign language learning, the influence of mother tongue in foreign language study can not be ignored. Generally speaking, there are positive transfer and negative transfer of mother tongue in foreign language learning. Positive transfer plays a positive role in English learning, while negative transfer just the opposite and cause a lot of troubles. Language transfer mainly shows in the following aspects: Phonemics, vocabulary，grammar，writing etc. We should make best use of the advantages and overcome the disadvantages.Teachers:Teachers should help students find out the commonalities of two languages in the processing of teaching, and make Ss eliminate anxiety to learn English.(Awareness of the Differences and Similarities between Native Language and the Target Language the differences of the two languages are the important point in teaching) Teachers also should view and handle students' mistakes correctly, and don't correct and criticize too much when they make mistakes in order to avoid students not to use target language to express themselves.Pay attention to teaching methods. Having English-Chinese Bilingual Extensive Reading Exercises;Effectively Utilizing Bilingual DictionariesStudents:Have a correct view on language transfer. in stead of regarding negative transfer as barriers in the process of learning English, learners should fully recognize it and realize that it is an essential stage and a learning strategy in the process of English learning. Through contrastive analysis and error analysis one find out the causes of mistakes and make every effort to avoid or minimize negative transfer.Increasing the amount of language input. learners should be given a large amount of foreign language input, read more ,listen more, practice more and recite more，especially the original English material, and learners should be encouraged to communicate with each other in English, only in this way can learners avoid or minimize the influence of negative transfer.Enhance the import of cultural background. In the process of teaching, teachers should use the method of contrastive analysis, and find out the differences and similarities of two languages through the comparison of them, especially the customs and historical background. Enhance the learning of culture background of Britain and America, only in this way can help learners acquire a second language faster and better.The influence and interference of MT is inevitable.What we should do is to understand the root cause, the ways and classifications of MT Transfer and to have a better view of English learning.FossilizationAccording to Krashen there are five reasons for fossilization. Insufficient quantity of the target language input ;Inappropriate quality of the target language input ;The affective filter ;The target language output filter ;The acquisition of deviant forms of the target language. A ccording to many researchers, fossilization can’t be eliminate, but it can be reduced to some degree.Teachers:Formulating Appropriate Teaching Strategies At the initial stage:teachers should let students focus on the language. features of the target language and emphasize its accuracy and fluency. At the advanced stage, learners begin to leam the advanced grammar and complex sentence structure, so teachers should warn students not to use some communicative skills or their learned knowledge to avoid or paraphrase their unfamiliar language.Helping Students formulate appropriate learning strategies Teachers should pay special attention to lead students to adopt the learning strategies which are suitable to the present stage and help students find out learning strategies which are right for them. Teachers should teach students how to leam and use different learning strategies with the change of learning content. Moreover, teachers should examine whether the learning strategies adopted by students are effective and make timely adjustments. Directing Students' Communicative Strategies Teachers should cultivate students' communicative competence and make students adopt active and effective strategies to solve the difficulties in the communication to reduce the IL fossilization. In addition, teachers should increase more effective and correct input and guide students to adopt the correct communicative strategy and grasp the higher language competence, thus the fossilization can't appear early.Arousing Students' Intrinsic Learning MotivationCultivating Students' Cross-culture AwarenessCoping with Students' Errors Correctly(giving effective feedback)Improving Teachers' QualityStudents:Self-consciousness of language fossilizationReducing the negative transfer of mother tongue (Accumulation of declarative and procedural knowledge;Increase of language output ;Exposure to Target language and Target language culture)Increasing the quality and quantity of optimal input.Adoption proper learning strategiesInterlanguageAll in all, teachers should keep in mind that interlanguage is a process which is approaching the target language step by step. During this process students slowly revise the interim systems to accommodate new hypotheses about the target language system. Teachers should pay much attention to the studies of interlanguage so as to treat students’interlanguage fairly and properly, value the training of learning strategies and provide students with more opportunities for comprehensible input and output so that learners’interlanguage could develop rapidly towards the target language.Learning strategies should be taught or trained;Positive attitude towards errors;Input and output should be balanced in class;Make full use of positive transfer.Critical Period HypothesisPutting Emphasis on Pronunciation and Listening; Paying AttentiontoTeaehing Strategies1.在我国,外语学习并非越早越好，英语学习的最佳时期是10岁。

Teacher Recruitment Exam English Teaching DesignTemplate•Overview of English Teaching Design•Design of teaching content andmethods•Analysis of learner characteristics•Design of teaching objectives andevaluation criteria •Teaching process and activity design •Teaching Reflection and Improvement Strategies 目录01 Overview of English Teaching DesignThe definition and importance of instructional designDefinitionInstructional design refers to the systematic planning of instructional materials, activities,and assessments to facilitate learning and ensure student achievement of desired outcomes ImportanceEffective instructional design is crucial in English language teaching as it helps create astructured and engaging learning environment that cats to the needs and abilities ofstudents, enabling them to acquire language skills effectivelyGoalsTo promote language acquisition and development through meaningful andauthentic communicationTo foster cross cultural understanding and awareness through the exploration ofdiverse topics and themes•To cultivate critical thinking and problem-solving skills through analytical and evaluative tasksPrinciplesStudent centered: Designs should be tailed to meet the interests, needs, andabilities of individual studentsCommunicative: Activities and materials should resource active participationand interaction among studentsAuthenticContent and resources should reflect real world contexts and purposes to enhance reliability and engagementCollaborativeGroup work and pair work should be integrated to promote cooperation and teamworkDesignSteps1. Analyze learners' needs, interests, and abilities2. Set clear and achievable learning objectives3.Selectappropriateteaching methodsand strategies4.Designengaging andinteractive learningactivities 5.Create or adapt resources and materials to support learningDesignDesign•Plan for assessment and evaluation ofstudent learningDesignProcessesNeeds Analysis:Identify students'current level of English proficiency,learning styles, and interests through surveys,interviews,or diagnostic testsCurriculum Planning:Develop a comprehensive current that aligns with the learning objectives,taking into account theDesignLesson Planning01Prepare detailed lesson plans that outline the specificobjectives, activities, resources, and assessments for each classsessionMaterial Development02Create or adapt textbooks, worksheets, multimedia resources,and other supplementary materials to enhance learningAssessment and Evaluation03Design formative and summary assessments to monitor studentprogress, provide feedback, and inform instructional decisions02 Design of teaching content and methodsSelection and organization of teaching contentContent Selection CriteriaChoose content that is age appropriate, aligns with current goals, andcorporations real world examples to engage studentsOrganizing PrinciplesOrganize content theoretically, logically, or by skill level to ensure a logical andcoherent flow of instructionIntegration of Language SkillsIncorporate all four language skills (listening, speaking, reading, and writing) intolesson plans to promote comprehensive language developmentThe selection and application of teaching methods Communicative Language Teaching (CLT)Utilize CLT to resource student interaction and communication through roleplays, group discussions, and simulationsTask Based Language Teaching (TBLT)Implement TBLT by designing tasks that require students to use language forauthentic purposes, such as problem solving or project based learningBlended LearningCombine online resources and classroom instruction to create a dynamic andinteractive learning environmentInnovation and Practice of Teaching Methods•Differentiated Instruction: Tailor instruction to meet the needs ofdiverse learners through differentiated activities, assessments, andresources•Collaborative Learning: Foster collaborative learning through groupwork, peer tutoring, and collaborative projects to promote studentengagement and teamwork•Integrating Technology: Level technology tools such as interactivewhiteboards, language learning apps, and online resources to enhancestudent learning and engagement•Reflective Practice: Regularly reflect on teaching practices, studentprogress, and less outcomes to continuously improve instructionalstrategies and techniques03 Analysis of learner characteristicsCognitive characteristics of learnersLearning StylesIdentify if students are visual,auditory, or kinetic learners to tailor teaching methodsPrior KnowledgeAssess students' previousknowledge and experiences todetermine starting points andpotential gapsCognitive Abilities Evaluate students' reasoning, problem solving, and critical thinking skills to design appropriate lesson plans and activitiesAttention Advisor students' attributes rewards learning English to address any barriers and foster a positive learningenvironment MotivationIdentify students' interestsand goals to create engagingand motivating less plans Anxiety Recognize and address any language related Anxiety students may have to ensure a comfortable learning experienceEmotional factors of learnersCulturalBackground Knowledge and respect students'cultural backgrounds to create inclusive and relevant teaching materialsLanguageBackgroundAssess students'firstlanguage and any previouslanguage learning experiencesto understand potentialtransfer issuesSocialEnvironmentAdvisor students'socialenvironments,such as familysupport and peer groups,tounderstand how they mayinfluence learningLearner's social cultural background04 Design of teaching objectives and evaluation criteriaDefine clear and specific teaching objectives that align with the current requirements and student needsUse action verbs to describe the expected learning outcomes and levels of achievement Ensure that the teaching objectives are measurable and achievable within the given timeframeCommunicate the teaching objectives to students at the beginning of the course to set clear expectationsThe formula and expression of teaching objectivesDevelop evaluation criteria that are consistent with the teaching objectives andcurrent requirements Design assessments that are valid, reliable, and fair to all studentsThe formulation and implementation of teaching evaluation standardsUse a combination of quantitative and qualitative assessment methods toevaluate studentperformance Provide timely and constructive feedback to students on their performance and areas for improvementEstablishment of teaching evaluation and feedback mechanism01Establish a systematic process for collecting feedback fromstudents, peers, and other stakeholders02Encourage open and honest communication by creating a safeand supportive environment for feedback03Analyze the collected feedback to identify strengths,weaknesses, and areas for improvement in teaching practices04Use the feedback to develop an action plan for improvingteaching effectiveness and student learning outcomes05 Teaching process and activity designAnalysis ofteachingobjectives Clearly define the knowledge, skills, and attributes that students are expected to acquire by the end of the lessonStudentassessmentIdentify students' currentlevels of expertise and areasthat require improvementthrough diagnostic tests,interviews, or previousperformance recordsLesson planningOrganize the content intological sequences thatfacilitate studentunderstanding, ensuring asmooth transition from onetopic to anotherPlanning and arrangement of the teaching processDesign and implementation of teaching activities Engaging introductionCreate an interesting and relevant opening activity to capture students' attention and motivate them toparticipate in the lessonInteractive activitiesIncorporate a variety of interactive activities such as role plays, group discussions, and simulations toengage students and enhance their language skillsDifferent instructionDesign activities that cat to different learning styles and abilities, allowing all students toparticipate and make progressMultimedia resourcesUtilize audio, visual, and digital resources such as videos,podcasts, and interactive websites to enhance students' learning experiences要点一要点二Authentic materialsIncorporate authentic texts such as newspapers, magazine articles, and real life examples to expose students to real world language useCollaborative toolsLevel collaborative tools such as Google Docs or Padlet to resource student collaboration, creativity, and critical thinking要点三Integration and utilization of teaching resources06 Teaching Reflection and ImprovementStrategies01 02 03Reflection on teaching contentExamining the alignment of lesson plans with current goals, assessing the effectiveness of teaching materials and resources used, and considering the relevance and interest of topics covered for students Reflecting on teaching methods Evaluating the variety of teaching techniques utilized, such as lectures, discussions, group work, and interactive activities, and considering how well these methods involve students and facilitated learningReflecting on student learningAssessing students' understanding, engagement, and progress through observation, questioning, and feedback, and considering how to address any identified learning gaps or challengesThe Content and Methods of Teaching Reflection03Seeking feedback from peers and me 01Incorporating active learning strategies: Implementingtechniques such as think air share, role plays, simulations,and case studies to resource active participation andcritical thinking among students02Utilizing technology in the classroom: Integrating digitaltools and resources, such as online databases, interactivewhiteboards, and educational apps, to enhance student engagement and support differentiated instructions Strategies and Measures for Teaching ImprovementTHANKS感谢观看。

对英语老师的评价英文对英语老师讲课的评价篇一Teaching evaluation is to improve the teaching, to promote learning, to promote the development of teachers as the goal, through the analysis of teachers' teaching behavior of the information on the value of teaching teachers to judge. Classroom teaching evaluation refers to the organization, management, evaluation and relatedfactors of classroom teaching activities. It is the analysis and evaluation of the classroom teaching effect and the elements of the classroom teaching process. It is an integral part of the complete teaching. Promote the quality of classroom teaching, and promote the development of teachers has an irreplaceable role.Classroom teaching is the main front of English teaching, the evaluation into the classroom, making it an important part of teacher control classroom, after all, a good way to manage the classroom. On the one hand, the content of English teaching is updated, the teaching methods are changed, the modernization of teaching methods promotes the evaluation theory, evaluation methods, methods and contents. On the other hand, evaluation reform provides good guidance for teaching, Teaching reform.The evaluation of students is the focus of teaching evaluation. The concept, purpose, content, standard, method and means of evaluation all have profound influence on teaching, and it has a great guiding effect on teaching activities. Proper evaluation activities can promote the students' academic progress and personality formation positively.First, the design of classroom teaching evaluation ideas1. Student-centeredIt emphasizes the respect of students' personality and individuality, encouragement of discovering, learning, teaching and learning. It also emphasizes on the students' learning status and emotions, and emphasizes the embodiment of students' subjective status in the teaching process. Explore and question, in order to cultivate students' innovative spirit and practical ability. Stressing the Core Idea of Curriculum Reform in Elementary Education - "Taking Students' Development as the Basis".2. Evaluation of teaching and evaluation combinedClassroom teaching is the process of teachers' organization taking pictures to students for effective learning, which is the process of teachers and students interacting and interacting with each other to achieve specific development goals. "Evaluation of teaching", the establishment of teachers to continuously improve the evaluation system, so that it is conducive to improving the quality of teaching a large area. "Evaluation", the establishment of evaluation of student learning status and learning effectiveness of the evaluation system, to a specific evaluation of the teaching effect. Evaluation of classroom teaching should focus on evaluation, in order to promote teachers to change their ideas and improve teaching.3. Reflect the opennessClassroom teaching has a rich connotation, students, teachers, teaching conditions, so that classroom teaching situation ever-changing. Determine the classroom teaching evaluation index system, it is necessary to reflect the general characteristics of classroom teaching, but also for different conditions of classroom teaching leave room for flexibility. Promote innovation, encourage individualized teaching.4. Adhere to the feasibilityFeasibility is the prerequisite for the implementation of evaluation. The teaching evaluation index system should accord with the reality of the classroom teaching reform. The evaluation standard is the expectation goal, but it must be achieved under the present condition, in order to exert the stimulating function of the evaluation: the evaluation points must be observable, , Measurable, easy to judge who to judge: evaluation methods to focus onqualitative evaluation and comprehensive judgments, and strive to simple, easy to operate.Second, the principles of classroom teaching evaluationIn the evaluation of classroom teaching, teachers are not only the object of evaluation but also the subject of evaluation, which determines the multi-directional evaluation characteristics of subject and object of classroom teaching evaluation. Due to the dynamic nature of classroom teaching itself, classroom teaching evaluation should generally follow the following principles:1. Developmental principlesEvaluation to promote the development of classroom teaching evaluation should also follow the principle of development, the evaluation point to the improvement of teaching methods, teaching design optimization, pointing to the development of students and teachers professional development.Therefore, the evaluation should reduce the screening, identification and reward and punishment functions, highlighting the diagnosis and promote function. The evaluation should not only pay attention to the achievement of classroom teaching objectives, but also pay more attention to teachers' progress in all aspects of classroom teaching and the professional development embodied by teachers in classroom teaching. The development of evaluation requires the classroom teaching evaluation must highlight its process characteristics, must highlight the teacher in the classroom evaluation of the main role.2. The principle of teacher subjectivityThe subjectivity of teachers in classroom evaluation is embodied in two aspects. First of all, the assessment is more of a teacher's personal behavior, rather than an administrative act. Teachers must master the skills of classroom evaluation, the classroom evaluation into the normal classroom teaching, enhance the reflective teaching and research. In addition, teachers should participate in the development of classroom evaluation index system, each teacher must be clear evaluation of the objectives and requirements, to master the basic operation skills evaluation.3. The process of the principle of classroom teaching evaluation of the process of performance evaluation is not only the evaluation of teaching effectiveness, but also the evaluation of the process; evaluation is not only occurred after the end of teaching, but also occurs in teaching design and teaching the entire process of implementation Evaluation is not only concerned with the results, but also concerned about the behavior of teachers and students in teaching performance; evaluation is not a one-time behavior, but the continuity of behavior throughout the teaching is always.4. The principle of pluralismPluralism is manifested in the pluralism of the appraiser, the diversity of the evaluation methods, the diversity of the evaluation contents and the diversity of the analytical methods. Evaluation of classroom teaching should not only have expert evaluation, leadership evaluation, peer evaluation and student evaluation, but also have teacher self-evaluation; evaluation should use the evaluation scaleevaluation, should also increase dialogue, discussion evaluation; Objectives, plans, implementation and effectiveness, while paying attention to input factors; evaluation results both quantitative analysis, but also a qualitative analysis.Third, classroom teaching evaluation meansIn addition to classroom observation, classroom teaching evaluation, interviews, teaching diaries, questionnaires, classroom tests are also commonly used in classroom teaching evaluation methods. The interview includes the teacher's discussion and the student's discussion. The teaching diary records the teacher's classroom teaching description and the reflection; The questionnaire survey uses in the classroom to survey the student to the classroomteaching's view and the improvement opinion, simultaneously understands the student participation degree and feeling in classroom activity.下页带来更多的对英语老师的评价英文对英语老师讲课的评价篇二1, teacher voice standards, give students an exemplary role. Basic solid foundation of English, teaching state friendly nature.2, clever use of language description and questioning, etc. to create a situation, so that students into the scene of emotion, to be infected, and a positive attitude into learning.3, the teacher's question, effectively stimulate the studentsinterest in learning and thirst for knowledge, so that students without psychological pressure in the case of autonomy to participate in learning, leaving students the space to show the full personality and ability, and teachersWell played a leading role.4, Throughout the whole class, students enthusiasm for learning, teachers and students interaction is good, with understanding, and achieved good learning results.5, the teaching activities is a combination of words, phrases, sentences teaching activities, teachers focus on students listening, speaking, reading, writing a variety of skills training, effectively improve the students' comprehensive English ability, while teachers solid Teaching skills have also been reflected incisively and vividly.6, the teacher in the teaching process firmly grasp the attention of the students, seize the opportunity to carefully create the teaching highlights, the classroom teaching to a climax, so that students reached the high mood, mental stimulation of the positive state.7, teachers in the implementation of this lesson teaching, teaching purpose clear, heavy and difficult to highlight the flexible teaching of science, lectures clear thinking, good at mobilizing the enthusiasm of students to learn, classroom control ability.8, the students full of activities, participation in a wide range, high enthusiasm, fully embodies the spirit of the new curriculum reform, teachers and students fully interactive teaching modelvividly illustrates the student as the main body of the advanced teaching philosophy.9, in the teaching of the whole class from beginning to endinfiltration of moral and humanistic thinking; English teachers excellent quality, always reflect the English teaching new ideas and new ideas, firmly grasp the essence of English learning - with secondary schools.10, the lesson of the wonderful teaching is to mobilize the enthusiasm of the students to learn, activate the students thinking. Teachers are good at coaching, guidance, to stimulate students interest in learning, so as to promote the students into the state of positive thinking, for the wonderful teaching of this section of the classroom made full preparations.11, the classroom teachers full of enthusiasm, the best mood and high teaching enthusiasm infected students, to mobilize the teaching atmosphere, so that students in the psychological resonance, into the best learning state, the teaching effect is remarkable.12, the teacher accurately grasp the direction of the suspect set, set the students interested in the issue, to fully mobilize the interest of students to learn, so that students enter a positive state of mind.13, cleverly designed teaching tasks, reproduction of life scenarios.对英语老师讲课的评价篇三This is a concept of correct, cleverly designed, rich activities, the outstanding results of outstanding competition course. This lessonfully embodies the student-centered teaching ideas. This class mainly reflects the following characteristics:1, the real clever teaching design__x teachers naturally and cleverly expand the topic of this lesson, the classroom teaching from the outset into the real communication scene, the formation of an active classroom atmosphere. Students gain a sense of success by being able to communicate with teachers in a way that they are familiar with, and are excited to help teachers through communication, thus multiplying their self-confidence in learning. At the same time in the next teaching, teachers grasp the difference between teachers and students of information, so that students under the guidance of teachers, both for the actual exchange, and practice and master the language structure and usage.2, student-centered teaching arrangementsIn this lesson, __x teacher arranged a variety of student activities, including individuals, two people, groups and class, instructor, also need students to complete an independent or cooperative. Activities have clear objectives and requirements, and can be arranged in a certain context and scenarios, highlighting the students to do things in English and the ability to communicate in English, embodies the idea of communicative language teaching. Evaluation of the success of a lesson, the main students should see the degree of participation in the activities of the students the effectiveness of verbal communication, and students in the learning of the emotions shown, the spirit of cooperation and learning and communication strategies such as the development. In this class, students can actively participate in the discussion and the activities of large, and free to play space, good teaching effect. Teachers in the teaching activities, pay attention to their role in the conversion and control, in inspiration and demonstration, to leave enough time for students, so that students strive to practice and show themselves. In addition, the activities of this class of relaxation of the arrangement, live without chaos; the same time, teachers can accept the ability of students and performance conditions to adjust the activities of the arrangements and teaching requirements, showing the teacher's strong teaching and teaching organizational capacity , Embodies the student as the mainstay, the teacher as the instruction principle.3. Good teaching quality__x teachers in the teaching performance of the higher teaching quality.The first is a good teaching language expression, voice, intonation natural, clear, emphasizing moderation; followed by physical language in the teaching of the use of very good, able to attract the attention of students, secondary teaching effectiveness; there is a feature of students thinking active , Classroom teaching capacity is bigger; Teaching rhythm master properly. These are inseparable from the teacher's own high quality and the usual efforts and accumulation, because the teachers of each lesson is theiroverall level of comprehensive display.对英语老师的评价英文。