Teaching Goals Research Articles

Book Creation to Support English Language Learning

AbstractAs part of a large study aiming to understand how kindergarten children in Colombia used translanguaging during independent play, Paula (the teacher) along with Dr. Moses (lead researcher) co‐designed a 6‐week play‐based intervention that included a variety of learning experiences such as partner reading, small‐group reading, and supported play, among others. In this guide, we describe the step‐by‐step process followed to design the children's book the students used during instruction to learn the desired language, vocabulary, and interactions. Additionally, we provide suggestions on how to create a book that fits your teaching goals.

A Study on the Integration of Chinese Culture in High School English Teaching

The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching. The ultimate goal of culture teaching in English teaching is to cultivate learners’ cross-cultural communication skills. Cross-cultural communication is a two-way process, which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world. However, in actual English teaching, the teaching of Chinese culture is a mere formality, and the teaching effect is not obvious. Therefore, it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation, existing problems, and their causes, so as to provide suggestions for Chinese culture teaching in high school.

Teaching Reform of “Probability Theory and Mathematical Statistics” Under the Background of New Engineering

Probability theory and mathematical statistics are fundamental courses for various majors in science and engineering. In response to the current teaching situation, we should integrate theory with practice, implement teaching reform, and carry out teaching innovation. The article carries out blended teaching with deep integration of online and offline modes and within and outside of class, constructing innovative measures of “four integrations and four reshaping.” The article conducts diversified evaluations to stimulate learning motivation and help achieve talent cultivation goals. Through the close integration of probability theory and mathematical statistics course teaching with professional education and practical application, the “three-in-one” teaching goal of value shaping, ability cultivation, and knowledge exploration is achieved. The fundamental task of “cultivating morality and talents” is implemented.

Il paesaggio linguistico plurilingue e la didattica: il caso dell’Alto Adige/Südtirol

Studies on the Linguistic Landscape (LL) have become a particularly prolific object of study and research in the last fifteen years. The most recent research perspective has led to new categorizations for the LL, which not only form the basis for further empirical research, but are also of great use in foreign language teaching (Malinowski/Maxim/Dubreil 2020). Indeed, working with the LL that is also interculturally specific fulfils one of the primary goals of foreign language teaching, as the close relationship between language and culture also promotes intercultural communicative competence. Our paper will examine in particular the great potential of this tool in the context of teaching German as a Foreign Language in Italy, in order to stimulate greater language awareness and linguistic reflection in the processes of learning and teaching German in which learners are involved. By means of the administration of didactic sheets prepared by us, we will consider the possibility of applying to a didactic context data on both the German language and culture, taken from the observation of the LL of Alto Adige/Südtirol and collected on several occasions within a corpus, the LLSÜDTIROL, which will be discussed below.

The Effect of Task-based Language Teaching on Speaking Skill

The goal of Task-Based Language Teaching (TBLT) is to assist learners in acquiring a subconscious understanding of the language, allowing them to engage effortlessly and spontaneously in communication. The present study aimed to investigate the students' attitudes towards the impact of group oral presentations on the improvement of their speaking skills. Specifically, it employed a task-based approach to teach technical English to second-year architectural engineering students at Cihan University-Erbil. Data for this study were collected through the use of a survey questionnaire. The students' feedback revealed a positive attitude towards group oral presentations and their active participation in speaking activities. However, the teachers' observations indicated that there was no notable improvement in the students' pronunciation skills. They were unable to enhance the grammatical precision of their presentation either. Generally, this approach motivated them to take part in speaking activities more.

Multiphase entrepreneurship: An academic reflection

Teaching, research, and service have traditionally been the common denominators of faculty professional responsibilities at academic institutions. In contrast, entrepreneurship has historically been considered separate from these responsibilities, often viewed as an aspirational goal above and beyond the standard expectations. This situation arises, in part, from the fact that most academic environments do not usually offer the conditions conducive for faculty to commercialize their ideas through entrepreneurship. Yet, integrating entrepreneurship with academic duties offers a unique opportunity to enhance the impact of one's work beyond the scholarly community, aligning well with the current public-facing and, the innovation-driven landscape of higher education. For faculty to succeed in academic entrepreneurship, balancing and harmonizing entrepreneurial goals with traditional responsibilities as members of the university is crucial. Furthermore, faculty need to understand the product market, the related tech-economic factors, the importance of industrial and academic partnerships, and the required financial and workforce support to achieve successful entrepreneurship outcomes. In this article, I illustrate that embracing entrepreneurship not only complements but also enriches traditional academic duties, offering a means to apply research in addressing real-world challenges. Speaking from personal experience, I recount how I set the goal early in my academic career to make entrepreneurship a significant part of my professional life, how this decision was informed by my research on multiphase reaction engineering, an area replete with examples of successful industrial processes, and how this guided my path forward in developing commercial processes of my own. I aim to elucidate the challenges of academic entrepreneurship through the lens of my entrepreneurial efforts. Through my journey spanning four decades, I highlight the rewards of academic entrepreneurship, including enhanced research applicability, increased funding opportunities, and the personal satisfaction of seeing one's work contribute to societal advancement. This journey, punctuated and highlighted with a multitude of opportunities, challenges, and experiences, has yielded several industrial processes, made possible by the support of strong, capable teams of creative and dedicated graduate students and post-doctoral research associates. I have also benefited considerably from the support of the Ohio State University (OSU) in matters such as patent filing, licensing, and startup spin-offs. The strength of the industrial partnerships I have played a part in forging has facilitated the potential realization of commercializing selected technologies—the ultimate goal of academic entrepreneurship. This article aims to demystify the challenges of academic entrepreneurship and inspire my academic colleagues to consider how they, too, can weave entrepreneurial endeavors into the tapestry of their professional careers. The journey of academic entrepreneurship is not only about achieving commercial success but also about synergistically enriching one's teaching and research goals with the dynamism of real-world problem-solving in ways that make a lasting impact on both academia and industry.

Sûdî’nin Bostan Şerhi’nde Nesir Dili

Sûdî is one of the representatives of 16th century Turkish classical prose literature. In his annotated work of Bostan he preferred quite a simple language, free from internal rhyme and compound words. He made his explanations short, using defining annotation style. As he pursued overall goal of language teaching, there are oft-repeated sentences of information in the work. His mastery over Persian language enabled Sûdî to meticulously work on the derivational and inflectional affixes. As the main part of speech necessary to understand a statement is the verb, there is quite a lot of information embedded in the work regarding the modality features of Persian verbs, whether they are transitive or intransitive, or whether they are affirmative or negative. There is information given as to in what sense phrases are used, which words pronouns refer to in the text, and how a pair of lines that conveys figures of speech should be inferred and understood. He severely criticized the authors who previously worked on Bostan due to their mistakes in their annotated works, their inadequate knowledge of Bostan, their sheer lack of comprehension of the sentences. It is obvious that he made use of Turkish, Persian and Arabic conjunctions, gerunds, participles and adverbials. There does not seem to be any particular use of artistic language in his prose. He produced a kind of prose a lot easier to understand than those used in his age. Key words: Sûdî, Annotated Work of Bostan, language of prose, sentence construction

The Impact of Teaching Strategies and Style on Classroom Engagement and Interaction of Elementary School Students

In a unified syllabus and teaching objectives, the same content is taught by the same teacher, which does not guarantee that all students will receive the same results. From the perspective of teaching objectives alone, sometimes it seems that the same teaching goals can be achieved, but the learning process is also different. Besides, different countries have different teaching goals for the same subject at the same grade, or the knowledge itself that has reached a consensus. In addition to the student's learning, there is a question of if the teacher's behavior affects the process and outcomes of the student's learning, and if the student needs additional support in the classroom setting. It is a very common phenomenon that if a student likes the teacher of a certain subject, the student will be very serious and hard-working when studying the subject. If a student does not like the teacher of a particular subject, the student may not be very good at learning that subject. This review discusses the relationship among teachers’ behaviors, students’ emotional support, class management, as well as instructional support. This proposal will give suggestions to the teachers regarding their behaviors during teaching interaction.

Method of teaching students’ foreign language creative writing based on evaluative feedback from artificial intelligence

Introduction. The development of students' foreign language creative writing skills is a component of the goal of foreign language teaching in higher education. The effectiveness of the development of students' writing skills is largely determined by the method and tools of teaching. Artificial intelligence (AI) tools are able to provide learners with evaluative feedback that can be used to finalize written creative works in a foreign language. The aim of the paper is to develop a method of teaching students to write foreign language creative works on the basis of evaluative feedback from artificial intelligence, to test its effectiveness in the course of experimental training. Materials and methods. The study involved 1st year students (N=50) of Derzhavin Tambov State University (Russian Federation), majoring in English as a Foreign Language. In order to test the effectiveness of the authors’ method, stages of training were developed during which students received evaluative feedback from the AI tool in order to further refine their papers. Students of the control group developed writing skills using the traditional method. The objects of control were: a) content of the paper; b) organization and structure; c) support of ideas and arguments; d) vocabulary; e) grammar. The data analysis was carried out using the Student’s t-test. Research results. It was found that the method of teaching students foreign language creative writing on the basis of evaluative feedback from artificial intelligence is more effective in comparison with the traditional method in terms of the following criteria: a) content of creative paper (t=2,75; p≤0,05), b) organization and structure (t=3,05; p ≤ 0,05), and c) argumentation (t=2,44; p ≤ 0,05). At the same time, statistics did not reveal any growth in the development of students' lexical (t=2,13; p>0,05) and grammar (t=2,13; p>0,05) skills, which is explained by the individual nature of AI recommendations and the objectively lack of sustainability in the lexical component of the teaching content when studying different topics within the framework of one academic course. Conclusion. The novelty of the study includes the development of stages of teaching students foreign language creative writing based on evaluative feedback from artificial intelligence. The results obtained can be used in the development of methods of teaching foreign languages with the use of AI-technologies.

Guideline of Integration Flipped Classroom and Peer Teaching Method and Peer Teaching Method to Improve the Tennis Learning Outcome of Students at Wuhan Sports University, People's Republic of China

Background and Aims: This paper peer teaching flip classroom in ordinary colleges and universities influence the teaching of tennis, tennis class has become the main way for students to keep healthy vitality, with the progress of school sports development, university tennis sports teaching social influences is also increasing, in the whole university education system plays a more and more important role. To promote the reform and sustainable development of tennis courses, we will continue to improve the teaching methods of tennis sports in colleges and universities, and change the methods of teacher training, to better meet the educational needs of all sectors of society. Combine flipped classrooms with peer teaching methods and peer teaching methods, and improve the tennis learning results of students at Wuhan Sports University. This research aims to (1) survey the problem and obstruction of tennis at Wuhan Sports University, (2) Construct a tennis-flipped classroom draft guideline, and (3) confirm the tennis-flipped classroom draft guideline Methodology: The research results show that the mutual teaching of friends can make students more progress, and see what the teachers cannot see, the use of flipped classrooms can make students' physical quality and tennis technology learning effect more obvious compared with the traditional teaching methods. Results: The research results show that the mutual teaching of friends can make students more progress, and see what the teachers cannot see, the use of a flipped classroom can make students' physical quality and tennis technology learning effect more obvious compared with the traditional teaching methods. Conclusion: Cultivate students' self-control ability. The implementation process of flipped classroom teaching requires students to conduct it before class Watching video learning, some students have poor independent learning ability before class and do not follow the requirements of teachers. Following this, in the learning process should take the initiative to cultivate students' interest, so that students have internal motivation, teachers can be in class, the students should check the learning situation before class, supervise the students who do not complete, and take some measures to encourage students to take the initiative to study. Improve teachers' teaching ability and teaching quality. In the rapid development of the information age, flipped classroom teaching the success of learning cannot be separated from excellent teachers, and physical education teachers must be adaptable in teaching ability and teaching quality. Flipped classrooms should focus on process control. Before class, the recorded teaching video should be in line with the student's current learning level; in class, select the appropriate teaching method, and complete the teaching task, teachers should be each teaching link Reasonable control of time so that students can complete the teaching goal through efforts; urge students after class Practice, do a good job after class study check, pay attention to the control of each link.

The Application of Mind Mapping in Teaching Assessment: Take “Beijing’s Spring Festival” as an example

Reading is one of the core contents of Chinese teaching, and cultivating students' reading ability and core literacy should also become one of the main goals of teaching. Mind map is a tool for visualizing structural ideas, which can help students better sort out the content of the text, and also facilitate teachers to understand whether students can really grasp the content of the article after the end of reading teaching, which can play an important role in reading teaching. This paper will design the activity of mind mapping based on the sixth-grade Chinese lesson "Spring Festival in Beijing" and analyze its significance for students' subsequent learning.

Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications

ABSTRACT Empirical research on teachers’ professional knowledge is mostly conducted worldwide with reference to the construct ‘pedagogical content knowledge’ (PCK) introduced by Lee S. Shulman. In the ‘Consensus Model’ (CM) and the ‘Refined Consensus Model’ (RCM), PCK was further developed and differentiated. Nevertheless, neither PCK nor CM and RCM adequately capture the complexity of teachers’ professional knowledge. Thus, educational-theoretical foundations and goals of subject-specific teaching and learning are not sufficiently taken into account. The same applies to personal, emotional and reflective goals of subject-matter education. Against this background, we propose a more comprehensive model, which we call “subject-specific didactic knowledge” (SDK) and which is based on the distinction between two complementary basic forms of subject-specific education (SME): a functional form of SME in the tradition of PCK and literacy (OECD / PISA) and a personal form of SME, which is characterized by the German educational tradition (sensu Wilhelm von Humboldt) and the US-American philosophy of education (sensu George Herbert Mead and John Dewey). We illustrate the practical implications of this approach for subject-matter education and its investigation, using examples from empirical research in curricular based models of teaching and learning in Germany and other countries.

Integrating sustainable development goals in English language and literature teaching

Teaching English provides the possibility for raising students’ awareness of global issues. By bringing relevant global issues into the classroom, teachers can provide students a rich array of activities and topics that increase their engagement with diverse cultures, issues of local as well as global importance. This study explored the integration of the Sustainable Development Goals in English language and literature teaching in a state university laboratory school in the Philippines. It focused on the learning experiences and feedback of pre-service teachers and junior high school students on the integration. The phenomenological research design, the interview and focus group discussion were utilized. For a concise description of themes and patterns relevant to the phenomenon, thematic analysis was done after the data gathering. Four dominant themes were revealed in the learning experiences of the teaching interns during the study: Designing for Concrete Action; Applying the Interdisciplinary and Contextualized Approach; Nurturing a Participatory Attitude; and Fostering Personal Accountability. The feedback of the learners on the SDG integration included themes such as Empowerment to Take Initiative, Gaining Meaningful Learning, and Developing a Whole-School Approach. The Integration of SDGs in the English classroom provided a range of benefits for both pre-service teachers and students. Students were given the tools to expand their learning and develop the capacity to proactively address a variety of problems. They were encouraged to view these issues as their own, fostering a sense of ownership and purpose, rather than merely striving for knowledge and comprehension.

Linguistic Features of Oral English Corpora and Their Implications for English Teaching in Colleges and Universities

The main goal of English teaching in colleges and universities is to cultivate students’ ability to use the language, but many students are still unable to complete oral communication fluently after years of study. For this reason, teachers need to deeply analyze and study the linguistic features of oral English corpora and formulate reasonable teaching strategies to improve students’ oral expression skills. This paper outlines the linguistic features of oral English corpora, comparatively analyzes the differences between oral English corpora and written English corpora, and explores effective teaching strategies, hoping to provide guidelines for relevant teachers.

In-depth exploration of traditional cultural elements in the course "Stone Culture and Gem and Jade Appreciation"

The course "Stone Culture and Gem and Jade Appreciation" takes the professional knowledge of gem and jade and its rich spiritual and cultural connotation as the research object, emphasizing the interpretation, understanding, application and integration of traditional cultural elements. The goal of curriculum ideological and political reform is to dig deep into the traditional cultural elements in the curriculum and the moral connotation contained in jade culture, organically integrate the traditional cultural ideological and political elements into the training of curriculum professional knowledge and skills through quoting classics, case analysis and other ways, so that the rich spiritual connotation contained in gem and jade can mold teachers and students' confident and independent personality, and transform the great character of gem and jade stone into our resolute will and pragmatic and upright spirit, so as to achieve the teaching purpose of "understanding with jade, educating people with jade, and promoting ability with jade", give full play to the four functions of culture "value orientation, emotional encouragement, value recognition, and emotional cultivation", pay attention to the inheritance of traditional culture, and imperceptibly influence students' national identity, traditional culture education, teacher ethics cultivation, and educational feelings. Finally, it can realize the teaching goal of "promoting jade culture and spreading Chinese virtues". It enables students to cultivate and practice socialist core values while acquiring professional knowledge, enhance cultural self-confidence, and become disseminators and promoters of excellent traditional Chinese culture.

What are the Goals of Teaching Literature in L1? Examining European Models of Essays in the Upper Secondary School-leaving Exam

The comparative analysis of ten different European models of essays in the upper secondary school-leaving external examination in a mother tongue shows that different models of essays anticipate different types of goals and show different approaches to literature teaching. We show that students in some countries can avoid educational and emotional goals of literature teaching in the upper secondary school-leaving essays and that for the models of essays in other countries the functional goals (writing and reading skills) seem to be more important. We argue that the model which would effectively check the achievement of the educational goals of teaching literature, should include both literary-theoretical and literary-historical knowledge and the emotional goals of teaching literature that are often neglected or oversimplified in essay assignments. Keywords: didactics of literature, L1 language, literature teaching, upper secondary school-leaving exam, essay

1998-2021년간의 유아다문화교육 국내 학술 연구동향

Objectives The purpose of this study is to examine and analyze the current research trends of multicutural(MC) education(ED) for young children during 1998-2021, and to collect basic data to predict research directions for Early Childhood Education(ECE) in multicultural perspective in the future.
 Methods 610 final academic journal articles were selected and analyzed after 3 step filtering process were made for 909 original data collected by key words 'early childhood multicultural education' from RISS(Research Information Sharing Service). 299 data was excluded for its’ duplication, irrelevance, and no full texts provided. Most frequently used analytic criteria for searching research trends were adapted from preliminary studies in EC multicultural(MC) education(ED) research trends. Data analysis was made by research publication year & 4-year-term, research object, research method, research topic, and researcher's academic area.
 Results As a result of multicultural education research for young children in the 4th(2010-2013), 5th(2014-2017), 6th(2018-2021), 3rd(2006-2009), 1st(1998-2001), and 2nd term(2002-2005) in order. There was an increase from the 1st term(1998-2001) to the 4th term(2010-2013), and a decrease from the 5th term(2014-2017) with a steady trend of many studies since then. According to research objects, the most studies were conducted for in-service teachers for young children, infants, parents, materual resources, education resources, education re-lated workers, According to research method, quantitative research showed the highest frequency, followed by qualitative research, literature reviews, and mixed research in research trend. The most popular reserch topics were contents of multicultural education, followed by multicultural families, multicultural teaching goals, multi-cultural educational programs, multicultural teachers, multicultural education environment, multicultural educaion institutions, multicultural policies, and curricula. As analytic results by researcher’ academic area, social sciences with education mostly occupy the result persentage, and followed by humanities, inter-disciplinary sciences, nat-ural sciences, arts and physical education, and engineering.
 Conclusions This study show that the resarch trend on early childhood multicultural education over the past 24 years has been on a continuous increase since the third quarter of 2006, and has been on a downward trend since the fifth quarter of 2014. however, research on basic early childhood multicultural education since 2006 has been conducted. it was receiving continuous attention. Not only is there a need for high-quality qualitative research that can complement quantitative reserch as a research method, and greater interest in research targeting young chil-dren is needed, but it is also necessary to go beyond the current research trend that mainly focuses on pedagogy for children in a rapidly changing multicultural society. It suggests the need for national policy support and atten-tion to peripheral disciplines such as socio-cultural, humanities, and complex studies.

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students’ ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner’ ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students’ ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

Exploring the curricular and pedagogical decision criteria for research-based learning design in undergraduate studies

Learning design has a multifaceted nature requiring a range of course- and institutional considerations. Analyzing the decision criteria’s influence on research-based learning design helps understand the causes of the success/failure of the approach in achieving the teaching goals to improve the study programs. This study explores the interrelationship between the curricular and pedagogical criteria for research-based learning design decisions at the undergraduate level. For this purpose, the DEcision-MAking Trial and Evaluation Laboratory (DEMATEL) method is used to systematically analyze the decisive criteria and their causal relationships. Feedback from education professionals and university professors from Scandinavian universities is used to validate the pedagogy decision framework and provides input into the DEMATEL method. The student's role in the course is identified as the central criterion, featuring the highest level of interactions in the network of curricular and pedagogical decision criteria. Results are supportive of the identified institutional and course-specific criteria as prerequisites for the study outcomes.

Views of Greek Primary Education Professionals on the Utilisation of Play within Preschool and School Environments

Although play comprises a key factor for children’s learning and development, it seems not to be connected with learning or utilised for pedagogical purposes, by a large part of the educational community within Greek preschool environments. This study, conducted during the 2019-2020 school year, aims at exploring, with the aid of a questionnaire, the views of kindergarten educators (N:715) and elementary school teachers (N:793) throughout Greece, regarding play and its utilisation as a didactic tool in kindergarten and elementary school. The investigational data showed that within school environments, play is mainly associated with the pupils’ recess whereas for preschool environments, it is about reaching learning and teaching goals. Kindergarten educators use play to teach pupils of linguistic and logical-mathematical senses, while elementary school teachers barely utilise it likewise. Finally, this study underlines the re-training of educationalists towards the better utilisation of play within the educational process.