Research on Teaching Practice of College English PAD Class with Multi-Modality plus Mutual Evaluation

Huijian Wang,Dan Wang,Huijun Fu

doi:10.4236/ce.2021.125070

Abstract

College English class in Presentation-Assimilation-Discussion style can not only benefit the multi-faceted input of information in language teaching, but also pay attention to students’ language output and enhance their self-confi- dence. This paper introduces a teaching action research in Presentation-Assi- milation-Discussion style with multi-modality plus mutual evaluation on the basis of research background and studies on PAD class in China, so as to provide a new perspective for the construction of college English PAD class, to build a new mode of discussion based on teaching APP, and improve the effectiveness of college English teaching.

Highlights

This paper introduces a teaching action research in Presentation-Assimilation-Discussion style with multi-modality plus mutual evaluation on the basis of research background and studies on PAD class in China, so as to provide a new perspective for the construction of college English PAD class, to build a new mode of discussion based on teaching APP, and improve the effectiveness of college English teaching
PAD class is a teaching innovation with Chinese characteristics proposed by Professor Zhang Xuexin of the Department of Psychology of Fudan University based on psychology (Zhang, 2014)
Research Process This research consists of two phases, They are multi-modal college English PAD class teaching practice, and PAD class teaching practice with multi-modality plus mutual evaluation

Summary

Introduction

PAD class is a teaching innovation with Chinese characteristics proposed by Professor Zhang Xuexin of the Department of Psychology of Fudan University based on psychology (Zhang, 2014). The PAD class divides teaching into three processes that are clearly separated in time, namely presentation, assimilation and discussion Its innovation lies in “separate discussion”, that is, separating lectures and discussions, allowing students to have a certain period of independent learning between the two, in order for students to assimilate knowledge in their own style (Zhang, 2016)

Literature Review

Teaching Enlightenment

Findings

Conclusion