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调查学生对网络课堂的意见英文作文全文共3篇示例，供读者参考篇1Title: Investigation of Students' Opinions on Online ClassesIntroductionOnline classes have become a popular mode of learning in recent years, especially with the advancements in technology and the widespread availability of internet access. With the ongoing COVID-19 pandemic, many educational institutions have shifted to online classes to ensure the continuity of learning. In this study, we aim to investigate students' opinions on online classes, including the advantages and disadvantages they perceive.MethodologyA survey was conducted among a sample of students from different educational institutions. The survey consisted of questions related to the students' experience with online classes, their preferences for online versus traditional classes, and the challenges they face in online learning. The survey wasdistributed electronically, and responses were collected anonymously.ResultsThe results of the survey revealed a mixed response from students regarding online classes. Many students appreciated the flexibility and convenience that online classes offer, as they can access lectures and materials at their own pace and convenience. They also highlighted the cost-effectiveness of online classes, as they save on transportation and accommodation expenses.However, some students expressed concerns about the lack of personal interaction and engagement in online classes. They felt that the absence of face-to-face interaction with teachers and peers hinders their learning experience. Technical issues such as poor internet connectivity and platform usability were also identified as challenges in online learning.DiscussionThe findings of this study suggest that while online classes provide flexibility and cost-effectiveness, they may lack the personal touch and engagement of traditional classes. It is important for educational institutions to address these concernsand provide adequate support and resources to enhance the online learning experience for students. This could include training programs for teachers to improve online teaching skills, as well as technological upgrades to ensure smooth delivery of online classes.ConclusionIn conclusion, the opinions of students on online classes are diverse, with some appreciating the benefits of flexibility and convenience, while others highlighting the challenges of lack of personal interaction and technical issues. It is crucial for educational institutions to address these concerns and improve the quality of online learning to meet the needs and expectations of students in the digital age. Further research is needed to explore innovative solutions and best practices for online education.篇2Investigating Students' Opinions on Online ClassesIntroductionThe COVID-19 pandemic has drastically changed the way education is delivered, with many schools and universities turning to online classes as a way to continue teaching whilekeeping students safe. This shift has raised many questions about the effectiveness of online learning and how students are adapting to this new way of studying. In order to understand students' opinions on online classes, a survey was conducted among a group of students from different educational institutions.MethodologyThe survey was conducted online and consisted of multiple-choice questions as well as open-ended questions that allowed students to express their opinions in more detail. The survey was sent out to over 500 students and received responses from 300 students from various educational backgrounds.ResultsThe results of the survey show that the majority of students have mixed feelings about online classes. While some students appreciate the flexibility and convenience of online learning, many others miss the face-to-face interaction with teachers and classmates. Here are some key findings from the survey:1. 72% of students find online classes convenient, as they can attend classes from the comfort of their own homes and save time on commuting.2. 65% of students struggle with staying focused during online classes, citing distractions at home and lack of accountability as major challenges.3. 58% of students miss the social aspect of traditional classrooms, such as group discussions, teamwork, and bonding with classmates.4. 45% of students feel that online classes are less effective in terms of learning outcomes, as they find it harder to ask questions and engage in discussions with teachers.5. 50% of students believe that online classes are a good alternative in times of crisis, but not a permanent solution for education.DiscussionThe results of the survey highlight the pros and cons of online classes from students' perspectives. While many students appreciate the flexibility and convenience of online learning, there are also concerns about the lack of social interaction and diminished learning outcomes. It is clear that online classes are a valuable tool in times of crisis, but there is still a need for traditional classroom settings to provide a more well-rounded educational experience.ConclusionIn conclusion, the survey revealed that students have diverse opinions on online classes, with some embracing the change and others struggling to adapt. As educational institutions continue to navigate the challenges of the COVID-19 pandemic, it is important to consider students' feedback and find ways to improve online learning experiences. By addressing students' concerns and finding a balance between online and traditional classes, we can ensure that all students receive a quality education, no matter the circumstances.篇3Investigating Students' Opinions on Online ClassesIntroductionWith the rapid development of technology, online classes have become increasingly popular among students around the world. Especially during the current global pandemic, where schools and universities have shifted to online learning, students are getting more exposure to this mode of education. In this paper, we will be investigating students' opinions on online classes and the impact it has on their learning experience.MethodologyTo gather comprehensive data on this topic, a survey was conducted among a sample of students from various educational institutions. The survey consisted of questions related to students' experiences with online classes, their preferences for online versus traditional classes, and the advantages and disadvantages they perceive in online learning. The responses were collected and analyzed to draw meaningful insights into students' opinions on this matter.ResultsThe survey revealed that a majority of students have mixed feelings about online classes. While some students find it convenient and flexible, allowing them to schedule their study time as per their convenience, others find it challenging to stay motivated and focused in a virtual setting. Additionally, students pointed out various advantages and disadvantages of online classes based on their experiences.Advantages1. Flexibility: Many students appreciate the flexibility that online classes offer, as they can study at their own pace and schedule.2. Accessibility: Online classes eliminate the need for commuting to campus, making education more accessible to students who live far away or have other commitments.3. Cost-effective: Students save money on transportation and accommodation expenses, as online classes can be attended from anywhere with an internet connection.4. Diversity: Online classes often attract students from diverse backgrounds, creating a more inclusive learning environment.Disadvantages1. Lack of interaction: Students miss out on face-to-face interaction with peers and teachers, leading to a sense of isolation.2. Technical issues: Connectivity problems and technical glitches can disrupt the learning process and cause frustration among students.3. Self-discipline: Online classes require a high level ofself-discipline and motivation, which some students find challenging to maintain.4. Limited resources: Some students feel that online classes lack access to resources such as libraries, labs, and equipment that are available in traditional classrooms.DiscussionBased on the survey results, it is evident that students have diverse opinions on online classes. While some students appreciate the flexibility and accessibility of online learning, others feel that it hinders their learning experience due to lack of interaction and technical issues. It is essential for educational institutions to address these concerns and provide adequate support to students to ensure a positive online learning experience.ConclusionIn conclusion, the survey findings shed light on students' views on online classes and the impact it has on their learning experience. While online classes offer several advantages such as flexibility and accessibility, there are also significant disadvantages that need to be addressed. Moving forward, it is crucial for educators and policymakers to consider students' opinions and feedback to enhance the effectiveness of online learning platforms.。
有关线上教学的英文作文Title: The Unfettered World of Online Learning。
1. Rumble of the Digital Classroom。
In the realm of the digital age, the line between traditional and virtual education has blurred. The thunderous symphony of online learning, or "ChatGPT's Symphony," is a testament to the relentless march of technology.2. The Agile Student, the Agile Classroom。
Imagine a student, not bound by physical walls, but instead, a digital nomad, adapting to their virtual lessons with the swiftness of a cheetah. The classroom, a canvas where ideas bounce, not a static stage.3. The Global Classroom, the Global Mind。
Online learning opens doors to a global village. It's not just about sitting in a classroom, but about connecting with minds from every corner, fostering a global dialogue that's as dynamic as a never-ending conversation.4. The Interactive Classroom, the Interactive Student。
在线教育参考文献引言随着互联网的快速发展和普及，在线教育正变得越来越受欢迎。
在线教育通过利用互联网技术，提供灵活的学习方式，使得学习变得便捷、自主，并且可以跨越时空限制。
本文将介绍一些与在线教育相关的参考文献，为读者提供更多关于在线教育的研究文献。
1. Dincer, A., & Loy, D. (2016). A systematic review of the research on flipped learning in teacher education. Educational Research Review, 18, 33–50.这篇文章对翻转学习在教师教育中的应用进行了系统综述。
翻转学习是一种在线教育模式，学生通过在线平台预习课程内容，然后在课堂上进行深入讨论和练习。
该综述分析了当前翻转学习在教师教育中的研究现状，并提出了一些未来研究的方向。
通过阅读这篇综述，读者可以了解到翻转学习在教师教育中的有效性和挑战。
2. Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker Jr, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79.这篇文章探讨了在线教育是否能够替代传统课堂教学。
作者通过分析在线教育的优势和劣势，提出了在线教育和课堂教学互补的观点。
文章还讨论了在线教育的发展趋势和对教育者的挑战。
阅读这篇文章可以帮助读者更好地理解在线教育与传统课堂教学的关系，并为在线教育的未来发展提供参考。
3. Khalil, H., & Ebner, M. (2014). MOOCs completion rates and possible methods to improve retention–A literature review. In eLearning and Software for Education (Vol. 1, pp. 271-278).这篇文献回顾了大规模在线开放课程（MOOCs）的完成率及可能提高保留率的方法。
Distance EducationIn this technical high speed development information age,people's shopping, exchange, even is studies and so on a series of lives to be possible to complete through the network.Under this, we analyze the distance education which the social development is popular now. 在这个科技高速发展的信息时代，人们的购物、交流，甚至是学习等一系列生活所需都可以通过网络来完成。
就此，我们分析下当今社会发展所流行的远程教育。
For one thing, distance education makes it possible for people in remote areas to learn the subjects they are interested in.首先，远程教育使偏远地区的人们学习他们感兴趣的项目成为可能。
For another,people have a wider range of choices as to teachers and lessons, because they can listen to the best lessons by the best teachers in the country, or even in the world. 另外，人们有更广的范围选择老师和课程，因为他们可以听全国甚至全世界最好的老师讲的最好的课程。
But，malpractice is also some。
Because between teacher and the students’exchanges not vividly, therefore academic discussion also insufficient depth.但是，弊端也是有的。
英语教学法方面的文献英语教学法方面的文献涵盖了关于英语教学的各种方法、策略和技能。
这些文献旨在提供英语教师与学生的参考资源，以提高英语学习的效果和教学质量。
本文将从英语教学法的角度，呈现几篇重要的文献。
1.《Task-based Language Teaching》（任务型语言教学）这本书是由英国语言教育专家David Nunan所写，着重探讨了任务型语言教学的理论和实践。
任务型语言教学是一种以学生为中心的教学方式，力图将语言学习与现实场景相结合。
它通过各种真实情境的模拟，鼓励学生在使用英语的交互中实现目标。
整本书除了阐述任务型语言教学法的理论，还包括任务的设计和评价方法等实践方面的内容。
2.《Teaching English as a Second or Foreign Language》（英语作为第二语言或外语教学）本书是由Marrianne Celce-Murcia、Donna Brinton与Margerel A. Snow所编写的。
它是一本全面讨论英语作为第二语言（ESL）或外语（EFL）教学的重要参考书。
该书囊括了英语语言学、心理学、教育学等领域的各项创新教学策略，并提供教学策略的运用方法和有效评估方法。
此书适合教师、研究者、管理员、课程开发专员等人阅读。
3.《Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers》（课堂观察任务：教师和培训师的资源书籍）由于教师的教学实践常受到现实环境与学校条件的限制，通过教学观察，教师可获得更多的教学宝贵经验。
这是本书想要探讨的问题。
《Classroom Observation Tasks》为教师提供了一系列教学观察方案，旨在帮助教师提升教学水平。
该书包括了观察策略、记录和分析数据的方法，同时也提供了具体的教学任务。
4.《The Practice of English Language Teaching》（英语教学实践）该书由Jeremy Harmer所写。
届毕业设计（论文）英文参考文献英文文献1：Management Information Systems: Do they give manufacturing organizations what they want?文献出处，年，Vol.卷(期) Journal of Materials Processing Technology,1996,61作者： Daniel Wybrow, Pate Cameron-MacDonald英文文献2：Database research faces the information explosion文献出处，年，Vol.卷(期) Communications of the ACM,1997,40作者： Henry F.Korth, Abraham.Silberschatz学生院系专业名称学生班级学生学号学生姓名学生层次本科发展中国家的远程教育：有人计算过成本—效益吗？Stephen Ruth and Min Shi, George Mason University, Virginia, USA远程教育已成为教育和区域发展战略与规划的一个主要问题.对于学院的管理者来说这是一个完全可能的用来部署给学生新的资源来源。
对于企业来说它不但改变了传统的教育方法并且是盈利的新来源。
对于跨国组织如联合国开发规划署（UNDP）或者世界银行，远程教育有可能提供宝贵的知识资源给一些地球上最贫穷国家,同时拉动新生通用基础设施的增长。
本文采取简单冷静的观点看待发展中的远程教育。
远程教育是信息通讯科技(ICT)讨论的一个重要的课题。
因为这是一个不但是个媒介也是一项事业。
作为一个媒介它承诺提供知识给世界上最穷的国家，作为一项事业它对许多ICT意味着一项崇高的事业,就像AlfredBork 说的"一个新的学习典范."对于那些认为对世界上最贫穷的国家来说教育是最重要的目的的人来说，也许远程教育是完成一个奇迹,改革飞跃最重要的方法。
英语教育经典文献英语教育在全球范围内正逐渐成为一项重要的教育任务。
作为一门全球通用语言，英语的学习和教育已经引起了广泛的关注和研究。
许多经典文献对于英语教育的理论和实践都提供了重要的指导和启示。
本文将探讨几本经典文献，从不同的角度深入研究英语教育的重要议题。
《第二语言习得》（Second Language Acquisition）是英语教育领域的一本重要著作，作者是Stephen D. Krashen。
该书提出了“输入假说”、“关注假说”和“习得与学习之间的关系”等重要概念。
对于教师而言，理解学生获得第二语言的机制是至关重要的。
Krashen通过实证研究和理论推导，为英语教育工作者提供了深入思考和有效指导。
另一本经典文献是《英语教学法：逐步发展》（Approaches and Methods in Language Teaching），作者是Jack C. Richards和Theodore S. Rodgers。
该书概述了不同的语言教学方法，如语法翻译法、直观法、交际法等。
在教师的教学实践中，选择合适的教学方法对于促进学生英语学习的兴趣和提高教学效果至关重要。
这本书为教师提供了一个宝贵的参考框架，帮助他们在教学中灵活应用不同的教学方法。
《英语教育的社会文化理论》（Sociocultural Theory and Second Language Learning）是作者James P. Lantolf和Steven L. Thorne的一本著作。
该书强调了社会文化理论对于英语习得和教学的重要性。
在教师教学实践中，了解学生的社会文化背景并将其融入到教学设计中，有助于创造更具有意义和有效性的学习环境。
这本书给予了教师们重要启示，提醒他们注意学生个体差异并在教学中充分发挥社会文化因素的作用。
此外，《英语教学中的评估与测量》（Assessment and Testing in Language Education）是英语教育领域的一本经典著作，作者是Anthony Green。
教学质量评估英语作文英文回答：Teaching Quality Assessment.Teaching quality assessment is a complex and multifaceted process that involves a variety of stakeholders, including students, teachers, administrators, and parents. There are many different approaches to teaching quality assessment, each with its own strengths and weaknesses. The most common approach is to measure student learning outcomes, such as test scores and grades. However, this approach can be problematic, as it does not take into account the many factors that can influence student learning, such as socioeconomic status, prior knowledge, and motivation.Another approach to teaching quality assessment is to observe teachers in the classroom. This approach can provide more detailed information about teaching practices,but it can also be subjective and time-consuming. A third approach is to use self-assessment, where teachers reflect on their own teaching and identify areas for improvement. Self-assessment can be a valuable tool for professional development, but it can also be biased.Ultimately, the best approach to teaching quality assessment is one that is comprehensive and takes into account a variety of factors. This approach should include measures of student learning, classroom observation, andself-assessment. It should also be sensitive to the context in which teaching takes place.中文回答：教学质量评估。
教学案例英文评价范文教学案例英文评价范文篇一Review of the school teaching and research this semester to do the work, I can work at ease, according to the school teaching department to develop research work plan to the new curriculum standards for the basic concept of guidance, from the standard start, purposeful, planned, To carry out curriculum reform experiments to strengthen classroom teaching reform research to promote the promotion of the level of teaching and scientific research continues to improve. This semester mainly done the following work:1, with a keen eye to look at their teaching.Any great research comes from practice, all based on the study of a large number of facts. Teaching and research is no exception, the actual teaching of education, multi-angle, multi-level research, which is to carry out teaching and research work important basis. Many people are often missing is found.In the actual teaching process, we will encounter a variety of problems, such as school and family society, school management, teaching and learning, new curriculum reform, which are teaching and research object, we can not turn a blind eye, But should use Octavias vision to examine their own teaching, to observe, discover, solve problems, with the purpose of improving the quality of education and teaching to think, analyze and solve problems.2, individual research, case analysis, writing teaching papersUsually, I pay attention to the teaching theory of learning, from the side of the actual teaching of education to start, select the appropriate scope or direction of the study, the thematic research, give full play to their strengths and hobbies, strengthen student ability, this semester, The subject research "primary school mathematics stratification exercise experimental research" has made some progress. At the same time, in the daily teaching workTeacher teaching research self - evaluation, Focus on strengthening the analysis of typical cases, teaching reflection, and actively write teaching papers, so as to improve the depth of teaching and research results, breadth and theoretical level. Write two papers this semester.3, solidly carry out the activities of disciplines; to guide the daily teaching of young teachers; lectures, assessment activitiesI can deepen the study of teaching theory, actively participate in the teaching and research activities of the school, solidly carry out the activities of the discipline group once a week; as a backbone teacher, can their valuable experience unreservedly passed on to young teachers to guide their daily teaching Work, although they set foot on the job only a few years, but in my careful guidance, they participated in the activities of young teachers, respectively, lesson activities and awards;I do a good job in their own work at the same time, Of the class more than20 sections, to promote the growth of young teachers.A summary of the work of the comprehensive teaching and researchThe second semester of the ____-____ school yearTime flies, full and happy education and teaching work in tension and busy in a semester. This semester under the correct leadership of the school leaders, our comprehensive group of teachers to carry out teaching and research in-depth education reform work, from the students to cultivate the spirit of innovation and practical ability to start to improve the cultural quality and aesthetic ability of students to reform and optimize the classroom teaching process , Improve the efficiency of classroom teaching, better completion of the semester of teaching work.This semester, we have a comprehensive teaching and research group to carry out a series of disciplinary activities. We launched the music art, sports evaluation class. Mrs. snow on behalf of the school took part in the countys English quality class selection, and achieved good results.1, conscientiously implement the various tasks of conventional teachingThe whole group of teachers to seriously study and understand the school teaching work plan and the system requirements, implemented in practice. In the routine teaching inspection, lesson plans, preparation of full. The content is complete. Comprehensive group of teachers in the teaching process, infiltration of new ideas, through the new spirit, the use of new methods, each class has new discoveries and new progress. In the review stage, in accordance with the curriculum requirements, carefully developed test program. The whole group of teachers to listen to the task have reached the school requirements.2, the introduction of high-quality open classThis semester we have conducted several open classes, to 40 young people under the age of one per semester a public course. These open classes have been tried again and again, carefully prepared to focus on the collective wisdom of the whole group of teachers, so as to achieve good teaching results, also received peer praise, fully demonstrated our teaching and research group strong overall strength level. Students personality is fully demonstrated and training, teacher-student interaction, interaction,Organizational interaction, environmental interaction, in a limited time, every student has been more adequate exercise and performance opportunities.Classroom is full of mobile sunshine, equality, harmony and communication coexistence, discovery, challenges and meditation in the classroom with no cold dark "dead corner". Thinking of the active, frequency of the flash point, so that students become the real master of the classroom.Third, add luster to the schoolOur teaching conditions are bitter, and our dedication is 100%. In addition to education and teaching work, the teaching and research group of this semester also helped the school leaders to do well in various competitions.For example, the countys cultural entertainment, large class activities competitions, science and technology activities. In order to the normal work of the school as a whole, each teacher in the completion of teaching work at the same time, hard working, and strive to complete the task.Of course, the entire teaching and research activities also have shortcomings, reflected in the following aspects:1, teaching and research activities carried out not solid; our group arranged for teaching and research activities on Friday time, but because we are more complex teaching and research groups, and sometimes too many school affairs, too miscellaneous, and can not guarantee adequate teaching and research time. It is suggested that the school establish the system from the system to ensure the integrity and perfection of the education and teaching research.2, teaching and research group teachers are relatively young, the lack of teaching and research experience and professional theoretical guidance, vision is not open, narrow-minded, resulting in not comprehensive view, the idea is not deep enough. To allow teachers to go out, more visits, more learning, broaden their horizons, pioneering ideas.教学案例英文评价范文篇二Teachers are a very pleasant career, Vietnam will be more in love with their own careers. When the two years of "Kids", this feeling is more and more profound. In 1990, when I walked out of the university gate, confidently boarded the podium, the face of both a pair of pure, eager, trusty eyes, a sense of responsibility arises spontaneously. When I use the patience and love to help children solve problems, so that they can be improved, can grow, I always have a farmer to face good harvest good years, the workers to produce qualified products that Le Zizi, Sweet feeling. I love teachers in this noble profession.First, do a high ideological and political teachersSince I participated in the work, has been working diligently in the school front line. Love the motherland, love the Chinese Communist Party, support the partys principles, policies, adhere to the four basic principles. Actively participate in political studies, studyMarxism-Leninism and build a socialist theory with Chinese characteristics, and comprehensively implement the "three represents" of General Secretary Jiang Zemin and General Secretary Hu Jintao put forward the "adhere to people-oriented, establish a comprehensive, coordinated and sustainable development concept,Promoting the comprehensive development of economy, society and people ", and conscientiously study the partys theory, principles and policies, and constantly improve the ideological quality, and keep in line with the Party Central Committee on the understanding of the important thinking of the scientific outlook on development and the spirit of the 17th National Congress of the CPC. Conscientiously implement the partys education policy, loyal to the cause of socialist education, peace of mind their work, enthusiastic public service, unity and cooperation, due diligence.Mutual respect, mutual respect and respect for parents, care for and love of all students, strict requirements for students, patience to teach, not satire, sarcasm, in fact, the students, not the students do not care about the school, concerned about the collective, Insult, corporal punishment or disguised corporal punishment of students, respect the characteristics of physical and mental development of students and education law. Consciously abide by the "professional ethics of teachers in vocational schools", teaching and educating people, set an example by example, decent style, behave, abide by the law and consciously abide bynational laws and regulations, and consciously implement the rules and regulations and safeguard social morality.In education and teaching work, consciously abide by all the rules and regulations of the school, subject to work arrangements, complete the school education, teaching workload, and willing to assume the school assigned to other tasks. In education, teaching of the work areas, conscientiously perform their duties duties, a strong sense of responsibility. Conscientiously study business, rigorous and pragmatic; listen with an open mind and improve the work; the courage to forge ahead with innovation, to explore the laws of education, teaching, and constantly improve the level of business.And actively participate in teaching and research, teaching reform, research, and strive to improve their level of scientific research.Second, to do a research-based teachersI usually pay great attention to the teaching of basic skills training.I earnestly study the concept of modern education and teaching, and strive to study the business, and actively participate in the new curriculum reform, bold practice and innovation. I have taught computer network, computer infrastructure, NOVELL network structures, diskless network structures, FLASH, web design, C language, FOXBASE language, C ++, mechanical basis, mechanical drawing, tolerance and cooperation, chemical engineering, mechanical principle , Especially the computer courses, I am familiar with the teaching materials, grasp the heavy and difficult teaching materials, advanced teaching methods and strong teaching and research ability, the flexibility to create the use of teaching materials, I enthusiastically put into the computer teaching.In , Luo Wei, a student from Hubei Province, won the third prize in the Animation Competition of Hubei Province Secondary Vocational School Student Skills Competition. In the same year, Xiang Weichui and Mei Bikui were awarded the first prize of Beida Jade Bird Web Design Competition. In by my counseling students Gao Huyou, Chen Xinzhong to participate in Hubei province vocational skills contest animation competition award, student Ding Shengjun to participate in Hubei province vocational skills contest campus network construction competition excellent award. Hubei Beida Jade Bird Web Design Competition, won the first prize of a; second prize of a; third prize of a; creative award one; three outstanding awards. In , I participated in the Jingzhou City Secondary Vocational School Computer Student Skill Competition and the Hubei Province Trials, which participated in the "Website Construction", "Animation Production" and "Text Entry". A total of nine first prize in the seven and two second prize and the total score of the first group of outstanding achievements. Students and in the same year in Xiaogan to participate in Hubei Province in vocational skills contest students Chu Juan won the second prize in the animation group.In the past five years, in order to continuously improve their own quality, I walked into the network, the network has its own QQ space, where I speak freely, wrote a lot of articles about the teacher experience, teachers, students, parents praise . I believe that Xuehai knows no boundaries, teach the boundless, the only ground is the shore it!Third, to do a new concept of teachersA new round of vocational education reform has been in the city to open in full, I earnestly study the concept of the new curriculum, basedon changing the concept of education, combined with their own teaching disciplines, and actively explore effective teaching methods. In the computer network class, I assiduously study, the courage to explore, the knowledge and student life together, the computer teaching and social practice together, and strive to construct an open and dynamic computer teaching classroom, while focusing on student discovery, guidance Students learn to learnClass collective, is a healthy growth of students fertile soil. I believe that the truth into, will create a warm class. Since taking part in the work, I served as a 10-year class teacher, I taught my class, as a family, teachers and students, are a member of the family. In order to optimize the class management, to create a warm and harmonious family, I racked their brains. First, the creation of an important environment for optimization, highlighting the central position of the students, so that students master the class. Then, give full play to the main role of students, the implementation of "class cadre election", selection and training part of the strong sense of responsibility, the ability to work as a class cadre. This will reduce the burden of the class teacher, but also exercise the ability of the students. While doing a good job in class management, I also continue to develop entertaining, rich and colorful sports activities, so that students get the talent show, collective pride can be enhanced. With the concerted efforts of my classmates and students, the red flag of hygiene, attendance and discipline flowed all the time in our classroom, and our classes achieved good results in various activities. To this end, I was in March was named outstanding "class teacher", two examinations for the outstanding. In the students, I particularly care for children left behind. With such a harmonious, unitedclass, because my class teaching results every semester exam are among the best, many students in my class won the provincial and municipal computer game awards, such as: Mei Liankui, Xiang Changwei, Ding Shengjun, Gao Huyou, Chen Xinzhong, Zuo Yuling, Chen Ping, Tan Qiong, Wang Hefang, Li Longhui, Liu Qing, have been the trust of parents, leadership recognition.教学案例英文评价范文篇三In the actual operation, we pay special attention to the implementation of process evaluation. Process evaluation is the formative evaluation, which refers to the evaluation of students daily English learning in the learning process based on teacher evaluation, parental evaluation and mutual evaluation among student groups. It emphasizes people-oriented, in the learning process, attach importance to the students emotional attitudes, language knowledge, learning strategies, team spirit and the overall quality of the training, with incentive, synchronization and so on. According to the requirements of English curriculum evaluation, we encourage students to participate and experience the success of learning through the self-evaluation of team members, group leader evaluation, peer evaluation, teacher evaluation and formative evaluation and final evaluation. Specific implementation has the following three levels:First, the group within the assessment of individualsUse the "group member evaluation record form", to evaluate the students within the group, each class by the groups recorder is responsible for recording the team members of the award situation.Evaluation of the project can be adjusted in stages with the actual situation of the classroom, if the team evaluation is doing better, but also from four major aspects and 20 small observation points for detailed evaluation, such as forms:Second, the group of inter-groupUse the "group evaluation record form", record the group award situation.Through the unity and cooperation of the team members, work together, in the pre-class show, class cooperation in the exchange of reports display, feedback display part of the award-winning. Note that the number of students with poor learning to be relatively increased, so that students can mobilize the enthusiasm and initiative. Evaluation of the project with the existence of students in the classroom to adjust the actual situation in stages.Evaluation of student group cooperation in a class, we can also from the following four aspects of the comprehensive evaluation of the group: First, the state of student activity. Students have a strong interest in self-learning initiative; learning atmosphere, democratic equality and interaction; mutual learning a clear division of labor, students with high enthusiasm and effectiveness. The second is the form of student activities. Students activities are divided into individual, group, group, and so on, in a variety of forms, observation, thinking, cooperation and organic combination. It can also be used to learn and display the same content in different forms, such as the use of listening, speaking, reading, writing, acting, singing, and communication in a variety of forms of activity. Type can be used to learn and demonstrate the form of dialogue, but also can be compiled into songs, with action or expansion of the formof the sentence than the sentence, so that the rich forms of learning and cultivate the spirit of student innovation. Third, the participation of students. Students participate in a wide range of classroom activities, to participate in all the different content of the show. Fourth, the learning effect of students. Students have the courage to show, Emotions, attitudes, values have been developed accordingly. Thinking depth, to reflect the knowledge of the internalization, reorganization and application, and the explicit effect is good.Of course, in order to mobilize students to compete in the classroom, the classroom in addition to the use of the above two evaluation methods, teachers can also create a blackboard on the blackboard evaluation column.The evaluation column designs various evaluation items and evaluation dimensions which are beneficial to students learning and display, and real-time records show the winning situation of each group. Teachers secretly in accordance with a certain order so that the groups have the opportunity to showcase, so that equal opportunity to show winning, if the gap between the larger group, teachers timely adjustment, the basic guarantee of the groups award-winning situation not too much difference, The award-less group loses the chase of confidence. The evaluation items and dimensions of the evaluation board of the blackboard should be adjusted continuously according to the different stages, different performance or different problems of the students, and guide the students to improve their learning methods, strategies and contents so that students can make progress.Third, the development of evaluation (ie, evaluation system)"Basic Education Curriculum Reform (Trial)" that the establishment of an all-round development of students to evaluate the system. Evaluation not only concerned about the academic performance of students, but also to discover and develop students potential, to understand the needs of students in the development, help students understand self, buildself-confidence.Evaluation system is a system of evaluation process, is the synthesis of student process evaluation, the students each time the reward is accumulated, is to record the accumulation of student development process.The implementation of the evaluation system, so that students see their continuous development, progress and improve, it will more stimulate student initiative, so that students receive a steady stream of learning motivation. The evaluation of integrated individual and group awards evaluation evaluation.In short, this "bundled" co-demonstration and "bundled"multi-evaluation teaching strategies, to mobilize the enthusiasm of students to stimulate student interest in learning and curiosity, can improve student self-confidence in English learning to make progress.。
国外智能化的教学和评价新模式英文回答：In recent years, there has been a growing trend towards the development of smart teaching and evaluation models in foreign countries. These new models aim to leverage technology and data to enhance the learning experience and improve the accuracy of assessment. One example of an innovative teaching model is the use of intelligenttutoring systems.Intelligent tutoring systems (ITS) are computer-based programs that provide personalized instruction and feedback to students. These systems use artificial intelligence algorithms to analyze the student's performance and adapt the instruction accordingly. For example, if a student is struggling with a particular concept, the ITS can provide additional explanations or practice exercises to help the student grasp the material. On the other hand, if a student demonstrates mastery of a topic, the ITS can move on tomore advanced content.The advantage of using intelligent tutoring systems is that they can provide individualized instruction that is tailored to each student's needs and learning pace. This personalized approach can help students learn moreeffectively and efficiently. Additionally, the use of ITS allows for continuous assessment and feedback, which can help students identify their strengths and weaknesses and make necessary adjustments to their learning strategies.Another aspect of the smart teaching and evaluation models is the use of data analytics. By collecting and analyzing large amounts of data, educators can gaininsights into student performance and behavior. For example, by analyzing students' interaction with online learning platforms, educators can identify patterns and trends that can inform instructional design and intervention strategies. This data-driven approach can help identify at-riskstudents and provide targeted support to improve their learning outcomes.In terms of evaluation, traditional methods such as exams and quizzes are being complemented or even replaced by more innovative approaches. For instance, some schools are using project-based assessments, where students are required to complete real-world projects that demonstrate their understanding and application of knowledge. These assessments not only measure academic knowledge but also assess critical thinking, problem-solving, andcollaboration skills.Furthermore, technology is being utilized to automate the evaluation process. Natural language processing and machine learning algorithms can be used to analyze written responses and provide instant feedback. This saves time for educators and allows for more timely feedback to students, enabling them to make necessary improvements while the material is still fresh in their minds.Overall, the adoption of smart teaching and evaluation models in foreign countries has revolutionized the education landscape. These models leverage technology and data to provide personalized instruction, continuousassessment, and timely feedback. By incorporating these innovative approaches, educators can create a more engaging and effective learning environment for students.中文回答：近年来，国外智能化的教学和评价新模式呈现出日益增长的趋势。
P rocedia - Social and Behavioral Sciences 46 ( 2012 ) 4661 – 46651877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboyludoi : 10.1016/j.sbspro.2012.06.314WCES 2012Opinion of teaching staff in distance education systems, regardingthe assessment and evaluation processMetin Iskenderoglu a , Tuba Aydogdu Iskenderoglu b*, Mehmet Palanci caKaradeniz Technical University, Fatih Faculty of Education, Trabzon, 61335, Turkey b Karadeniz Technical University, Fatih Faculty of Education, Trabzon, 61335, Turkeyc Karadeniz Technical University, Fatih Faculty of Education, Trabzon, 61335, Turkey AbstractThe purpose of this study is to understand the opinion of teaching staff in distance education systems, on the assessment and evaluation process, and to compare their opinion with the one observed within the context of formal education. In this respect, interviews were carried out with 4 teaching staff working in both distance education and formal education frameworks. The participants revealed that exams and assignments were the most frequent means used in assessment and evaluation process in distance education, whereas the most important problems faced in this process is the inability to make observations, and theinevitable comparison with formal education.© 2012 Published by Elsevier Ltd. Keywords: Distance education, assessment, evaluation,1. IntroductionDistance education is defined as an institutional education activity wherein students, teachers, and teaching materials at separate locations are brought together with the help of communication technologies. Another definition would be to take classroom activities in conventional learning-education, to outside the class. Distance education activities have a history of more than 200 years. For instance, in 1728, Boston Gazette published advertisements for shorthand lessons by mail. In Turkey, how ever, the history of distance education activities began with “Teacher Training Report” presented by Dewey in 1924. As a concept, it began to materialize by 1927 (Alkan, 1997). Currently, distance education system is used in associate degree, undergraduate, and graduate programs at more than 10 universities.The fast-paced development of information technologies led to the implementation of distance education practices distinct from conventional teaching methods. Following such developments closely is the problem of how to evaluate the education and learning outputs (Karal et al. 2010).Crucial to, as in the case of all systems, the institutions that provide distance education as well as to students, is to determine the extent of what the students actually learn in the education process. This process is invaluable for the feedback it provides to both parties (Altan and Sefero ğlu, 2009). Such feedback serves not only to the purpose of certifying the achievement of the students through grading, certificates, documents etc., but also enrich the education activities, and review and improve the education process and the assessment tools (Simonson et al., 2003)* Tuba AYDOGDU ISKENDEROGLU Tel.: +90-505 661 16 45E-mail address : tiskenderoglu@.trAvailable online at © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu4662M etin Iskenderoglu et al. / P rocedia - Social and Behavioral Sciences 46 ( 2012 )4661 – 4665 The flexibility provided by developments in internet technologies was translated in flexibility in assessment and evaluation, and it became possible to launch online education projects. Online assessment activities employed in evaluation processes have both advantages and limitations. Providing to students flexibility in terms of timing, faster gathering of data, reduced costs, and reduced burden on teaching staff are among its most prominent advantages (Dommeyer, Baum, Hanna, and Chapman, 2004; Anderson et al., 2005). On the limitations side of the picture are; the need for computers and internet access to administer exams, lack of security inherent in examination design, the possibility that the students may cheat, the inability to check if the student himself/herself took the exam personally,conditions, obstacles of communication, and lack of information and skills regarding online education (Kerka and Wonacot, 2000; Shuey, 2002; Benson, 2003;certain prerequisites should be met to remove these limitations. The prerequisites they specified include reliability, which is a must for validity of internet-based assessment processes, prevention of cheating of students, making sure that the person who is supposed to take the exam is the one actually takes it, establishment of scope validity i.e. the balance between items-topics, the ability to update exam questions through continuous item analysis, provision of a comfortable environment for the student, and equipment of client computers with uninterrupted power supplies. Furthermore, the importance of active communication with a view to rendering online applications more effective is underlined. (Graham et al., 2000).Assessment and evaluation is considered to be crucial to ascertain the achievement rate regarding the objectives of education and how much the individuals took from the offering, and to provide feedback to the theory (Kara, 2009). The most important factor in achieving this aim lies with the teaching staff responsible with the course teaching staff engaged in distance education, regarding assessment and evaluation process, as well as the solutions they developed for the cases they come across. Accordingly, the aim of the study is to understand the opinion of teaching staff in distance education systems, on the assessment and evaluation process, and to compare their opinion with the one observed within the context of formal education. What is the opinion of teaching staff in distance education systems, on the assessment and evaluation process, and what are the differences/similarities compared with the opinions within the context of formal education?2.MethodQualitative research is the approach adopted in this study. The method employed in the study is the action research, known as the model wherein the teacher acts as the researcher. Cohen and Monion (1989) define action research as the methods developed to provide practical solutions to problems faced at a particular moment of the education-learning process. The researcher took an active part and lectured in a distance education system.The sample of the study comprises the teaching staffs who teach both in formal education programs and the programs executed in Karadeniz Technical University Distance Education Application and Research Center. Two among the participants (A, B) are lecturers teaching for associate degree programs, while the other two participants (C, D) are faculty members, teaching for undergraduate programs. The participants were requested to describe the assessment and evaluation methods they use within the framework of distance education system, and how they execute the process, and finally, to compare this with its equivalent in formal education.In the study, data was collected through interviews where open-ended questions were asked. The analysis was carried out by classifying responses according to themes and codes. The fundamental purpose of content analysis is 3.Findings3.1 Which method(s) do you employ in order to measure the achievement of the student in the distance education system? What are the criteria you consider in choosing the method(s)?4663 M etin Iskenderoglu et al. / P rocedia - Social and Behavioral Sciences 46 ( 2012 )4661 – 4665 The responses to questions are provided in Table 1 and Table 2.Table 1: Assessment and evaluation methods employed by staff teaching in distance education systemExamination Homework Lesson Evaluation Project Confidential Evaluation AB X X X X XC XD X XTable 2: Criteria affecting the choice of assessment and evaluation methods employed by staff teaching in distance education system Verbal Lesson Rules of School Applied CourseA X X XB X X XC XD X XA glance on Table 1 and Table 2 reveals that lecturers A andB use all assessment and evaluation methods. The participants explain why they use all methods by stating that the courses they teach are verbal-intensive courses focused on application. They also note that they are bound when calculating the grade of the students, with the percentiles specified in KTU Registrar Regulation. Teaching staff C, on the other hand, stated that (s)he applied only exams to measure the success of students, due to course-specific reasons. In the interview teaching staffC communicated his view on the subject as follows:ment, we apply tests as the system would allow it. The final exam on the other hand, comprises a classical exam focused on application. This is not the ideal I have in mind. I want to achieve the objective through assignments, and in particular, assignments replacing the second midterm for grading the achievement and level of the student.However, since I am unable to adapt to the system quite well, collecting the assignments looks like more work than it is worth. The students cannot voice inquires about assignments. Yet in formal education, feedback is a faster process.hours, that would cost me valuable lecturing time, which is not a very attTeaching staff D, on the other hand, uses exams and assignments to evaluate achievement. However, the (s)he stated his/her doubts about the grade reflecting the achievement of the student well.3.2. What are the assessment and evaluation related problems you face when teaching over distance education system?The responses provided to the question are shown in Table 3.Table 3: The assessment and evaluation related problems faced by teaching staff in the distance education system.Encountered Problems A B C DXReaching to students XUnderstand that student understand or not understand the topic X X XX X X XXStudent interaction X XTime limitation X Xaprelininary information X XDifficulties of following process XSuspense and secrecy X X X XXAttendance-absence XExperience about system X XRange of examinations XOnline examination reliance XComparision of formal education and distance education students X X X Table 3 shows the problems faced by the teaching staff. The problems vary by the contents and characteristics (verbal, practical etc.) of courses. The common problems faced by the teaching staff mostly converge on the lines of4664M etin Iskenderoglu et al. / P rocedia - Social and Behavioral Sciences 46 ( 2012 )4661 – 4665failure to see whether the students understood the topic taught, inability to make observations, uncertainty and confidentiality40 students are shown online, I get no answers to myon the 15 which actually answers. On the other hand, in an actual classroom, I get a general idea if they understand or not. Can the student perform the application? I request answers through my questions, which subsequently make a3.3. What are your solutions for better assessment and evaluation in the distance education system?Responses to the question are presented in Table 4.Table 4: The solutions developed by teaching staff for more efficient assessment and evaluation in the distance education system Developed methods for encountered problems A B C DActive using of forums XMail XSustain asynchronous part X X X XCreating platform X X X XBlog, facebook XWeb site X XIncreasing motivation XCreating question bank XConsultancy service XStudent-centered education X X XFollowing development of students XHomework-project X X Xcommon method is to ensure participation in the class through feeding a discussion among students, and to or have missed.3.4 Comparison of distance education with formal educationThe findings reveal that the teaching staff in distance education programs face various problems during their teaching experience, and develop different solutions to overcome these problems. When assessing a course offered, the teaching staff base their analysis on the assessment developed in formal training. This point is clear in the interviews. Teaching staff B summarizes it as follows:In effect, we use formal education as an index of 100%. We then strive to measure our success in distance education by comparing it against the formal education. We compare distance education applications against formal education. We teaching through the distance educTeaching staff C also harbors similar views, while teaching staff D argues as follows:assessment tools for distance education, for assessment will never be the same as that in formal education. We know that for sure. We cannot decide if a student is to pass or not, through a single exam. We have to make that clear.Passing or failing through some last4.Discussions, Conclusions and SuggestionsThe conclusions of this study put exams and assignments as the most widely used assessment-evaluation methods employed in the distance education system. Yet there are some problems faced in the evaluation process. According to teaching staff, the communication problems in distance education lead to failure of students and4665 M etin Iskenderoglu et al. / P rocedia - Social and Behavioral Sciences 46 ( 2012 )4661 – 4665teachers in getting to know each other, and also to different perceptions of mutual expectations (about assignments, projects etc.) with respect to evaluation and assessment. This point supports the findings of Baturay and Bay (2009).The distant locations of students during the assessment activities applied in distance education, and lack ofal. (2009) supports the finding that students find it easier to cheat in online education. Another problem with respect to assessment and evaluation process is the lack of any authority to provide clarification in case some matters regarding exam questions cannot be understood clearly and fully. The participants in the study recommend strengthening of the asynchronous part of the system, the provision of a discussion environment and feeding a discussion environment in order to preclude such problems.The environments where the students will take the exam should be conducive to online examinations. The selection of the most applicable one among assessment and evaluation methods within the framework of distance education, and rendering the process more effective may help in determining the learning rates of the students (Karal et al., 2010).It is also necessary to train teaching staff to take part in distance education, in order to ensure that they use the system more effectively. The system should be enriched with course related documents, lecture notes, and content. The education materials in the system should be understandable by the students, and should be compliant with standards.The students must be provided advisory services. The advisory services would also help accumulated detailed information about students, which would in turn help in better functioning of the system, and foreseeing as well as preventing any deficiencies in advance. When evaluating the achievement outputs of students, the student-oriented grading system should be employed to support the students in improving themselves on dimensions they are not up to par in. Furthermore, the courses should be grouped in accordance with their contents. This may help preventing the imposition of uniform teaching and evaluation for all courses.ReferencesAnderson, H. M., Cain , J., & Bird, E. (2005). Online Student Course Evaluations: Review of Literature and a Pilot Study. American Journal of Pharmaceutical Education, 69(1), 34-43.That Chose Distance Education). 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