1,301 research outputs found

    A BLENDED PIANO TEACHING MODEL FOR NON-PIANO MUSIC MAJOR STUDENTS IN HUNAN CITY UNIVERSITY

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    The purpose of this quantitative research is to improve the piano performance skills of the non-piano major sophomore music students in Hunan City University. Based on the Morrison, Ross and Kemp Model (MRK), the researcher selected Sight-Reading, Scales and Arpeggios, Etude and Piano Piece as components of training and assessment to construct the Blended Piano Teaching Model (BPTM). The purposive sampling technique had been employed to select samples and divided into two groups; one was the experimental group with 15 sophomores, and the other was the control group with 15 sophomores from 280 non-piano music majors in the School of Music, Hunan City University. The results revealed that the experimental group using the BPTM statistically significant improve in Sight-Reading, Scales and Arpeggios, Etude and Piano Piece components compared with the control group without applying the BPTM model. Therefore, it was concluded and confirmed that the BPTM was the effective teaching tools in piano teaching for non-piano major music students. As the result, the institutions should consider implementing BPTM as one of the piano teaching strategy.&nbsp

    Study on the WeChat-Based After-Class Translation Teaching Mode of College English From the Perspective of Eco-Translatology

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    This paper intends to verify the feasibility of WeChat-based after-class translation teaching of college English from the perspective of eco-translatology. It believes that the limitation of time and space should be broken and views the students as its center during the process of translation teaching. The result of three-month experiment has proved that the new mode is feasible and effective in enhancing students’ translation competence

    A Case Study of English as Foreign Language Chinese Teachers\u27 Use of Computer-Based Technology

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    The purpose of this research was to explore the experiences of four Chinese university teachers of English as a Foreign Language (EFL) on the effectiveness of implementing computer-based technologies in their classes. Specifically, this case study sought to document the participants’ views on 1) the types of computer-based technology used in their classes; 2) the role of computer-based educational technology in teaching EFL pedagogy; 3) the potential benefits in using computer-based instructional technologies in EFL; 4) the challenges and/or barriers to the effective use of computer-based instructional technologies in EFL instruction. Using both within case and cross-case analyses, the findings reveal a complex interwoven set of perceptions and experiences computer-based technologies and English language teaching. Seven important themes emerged: 1) the school strongly encourages the use of auxiliary educational platforms; 2) the school supports teachers with many resources; 3) computer-based technologies have impacted student learning; 4) computer-based technologies have impacted the way teachers instruct; 5) computer-based technology enhance teaching effectiveness and efficiency; 6) technical difficulties associated with computer-based technologies are challenging; and 7) the COVID-19 pandemic forced more rapid adoption of computer-based technologies. This research is especially significant as it includes a unique set of educators in a unique educational setting, implementing emerging educational technologies

    Blended “Three Entries” Ideological and Political Curriculum Integration Experiment: A Case Study of Comprehensive English Course

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    This study carried out a two-semester “Three Entries” course ideological and political experiment in the teaching of English majors in colleges and universities. The experiment found that the 58 students in the experimental group who integrated socialist ideals and beliefs into the teaching of professional courses, their life pursuits, postgraduate entrance examination plans, career ideals, and learning enthusiasm have all improved significantly, and the average score of professional course examinations has also increased by 15%; while the 60 control group students who have not carried out ideological and political integration in the course have no significant changes in the above test indicators. This experiment shows that the development of ideological and political courses in colleges and universities can effectively improve students’ learning motivation and academic performance, and promote postgraduate entrance examinations and career development, providing case experience and reference for the reform of ideological and political courses in colleges and universities

    Analysis on the Teaching Mode of Chinese-foreign Cooperatively-run Higher Institutions in the Context of Internet+

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    Under the background of “Internet+”, the development of Sino-foreign cooperatively-run higher institutions have changed significantly. Relying on the “Internet+”, exploring new teaching directions has become the focus of attention of relevant personnel. After understanding the influence of “Internet+” on Sino-foreign cooperatively-run higher institutions, this paper analyzes the problems in the traditional mode of teaching, and puts forward the teaching mode for “Internet+” with English as an example. The results of this paper show that the emergence of “Internet+” technology has promoted the development of English teaching mode, so relevant personnel should face up to the positive impact of “Internet+” and explore new teaching paths. Only in this way can we constantly adapt to the future teaching needs

    Research on Procedures and Advantages of Flipped Classroom Based on WeChat: Taking English Teaching in Open University as an Example

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    Flipped Classroom Teaching model has attracted much attention in China’s education system, because it reversed the traditional teaching process and innovated a new teaching structure. This study focused on Flipped Classroom English teaching based on Wechat. First it constructed a flipped classroom teaching model based on WeChat and showed three procedures including before-the-class, during-the-class and after-the-class. It has also revealed three advantages which are focusing English core competences, creating a U-learning environment and sharing digital opportunities. At last suggestions for further study were given

    A communicative English-speaking supplementary curriculum: Using WeChat to develop Chinese EFL learners’ speaking fluency

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    The development of English communication skills is ignored by most EFL learners in China. This problem attributes to sufficient practice during their English-learning process in class, since most public schools in China, grammar-translation is still the mainstream teaching approach. Which means that Chinese not English is used to give lectures. Students do grammatical analysis and vocabulary memorizing instead of communicating in the target language. However, this approach cannot help the development of students’ speaking fluency. The deficiency of English speaking a variety of problems when students need to communicate with English speakers. Besides, the inner shy personality and face-saving culture cause anxiety when Chinese EFL learners speak English. Thus, this project provides a curriculum for EFL instructors, which aims at increasing more oral practice opportunities to help EFL learners enhance English-speaking skills. The whole curriculum is conducted on WeChat which is the most popular social mobile application in China and all of the lessons are task-based learning. Through completing tasks on WeChat, students can gain English-speaking practice without time and space constraint. What’s more, speaking English on social network sites can help Chinese EFL learners reduce anxiety effectively

    Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

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    Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

    Research on Calligraphy Evaluation Technology Based on Deep Learning

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    Today, when computer-assisted instruction (CAI) is booming, related research in the field of calligraphy education still hasn’t much progress. This main research for the calligraphy beginners to evaluate their works anytime and anywhere. Author uses the literature research and interview to understand the common writing problems of beginners. Then conducts discussion on these problems, design of solutions, research on algorithms, and experimental verification. Based on the ResNet-50 model, through WeChat applet implements for beginners. The main research contents are as follows: (1) In order to achieve good results in calligraphy judgment, this article uses the ResNet-50 model to judge calligraphy. First, adjust the area of the handwritten calligraphy image as the input of the network to a small block suitable for the network. While training the network, adjust the learning rate, the number of image layers and the number of training samples to achieve the optimal. The research results show that ResNet has certain practicality and reference value in the field of calligraphy judgment. Regarding the possible over-fitting problem, this article proposes to improve the accuracy of the judgment by collecting more data and optimizing the data washing process. (2) Combining the rise of WeChat applets, in view of the current WeChat applet learning platform development process and the problem of fewer functional modules, this paper uses cloud development functions to develop a calligraphy learning platform based on WeChat applets. While simplifying the development process, it ensures that the functional modules of the platform meet the needs of teachers and beginners, it has certain practicality and commercial value. After the development of the calligraphy learning applet is completed, it will be submitted for official

    Mastery-based language learning outside class: Learning support in flipped classrooms

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    In the last five years or so, research has extensively explored the benefits and problems of flipped classrooms in helping improve the student learning experience. However, little attention has been given to the kinds of support that students would need in the process of mastering learning outside class. To address this gap in research and practice, the current study proposes and evaluates a learning support framework for mastery-based learning outside class that aims to respond to students’ cognitive and affective needs and needs for developing appropriate learning strategies. The proposed framework was evaluated in a Chinese language course offered at an Australian university in Semester 1, 2016. This study focuses on the qualitative data collected through courses, such as screen captures of various learning support mechanisms, a student survey, and reflective journals from teachers. Our findings highlight the necessity, benefits, and challenges of offering learning support for mastery-based learning outside class in the flipped classroom context
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