全球胜任力培养-21世纪英语

全球胜任力培养
全球胜任力培养

在这个黄叶飘洒的11月,来自世界各地的英语教育者们欢聚一堂,共赴一场云端英语教育盛宴!国内外大咖将会有怎样的思维碰撞?快来大会一睹为快吧!

总课时:56分钟

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Implications of Thompson Rivers University’s global competence model on Chinese vocational colleges

Liu Yang (刘洋), visiting scholar at Thompson Rivers University, Canada

 

Many vocational college students are expected to work with individuals from all over the world. However, it is a challenge for them to know how to effectively interact and cooperate with people from multiple cultures in a professional context. Thus, it is crucial to provide college students with global competence education.

Thompson Rivers University (TRU), Canada, sets a good example of global competence education for Chinese vocational colleges. Lui’s project aims to 1) discover how competent Chinese vocational college students are and whether they have a strong motivation to gain global competence development; 2) determine the key features of the TRU model and how they might be transferred to Chinese college students. These goals were achieved by utilizing questionnaires on global competence with 316 college students in Beijing and interviews with 6 TRU faculty involved in the Global Competence Certificate program.

 

Liu Yang is a visiting scholar from Thompson Rivers University, Canada.


Global understanding and cultural intelligence development in high school English students

Wang Lingbin (王灵滨), Hangzhou Entel Foreign Language School, Zhejiang

 

The Global Understanding Program of the Hangzhou Entel Foreign Language School has been running for over seven years. It is a virtual exchange class with high-schools in the USA, the UK, Poland, Finland, and Australia. The program aims to develop their intercultural and socio-cultural communication in English and their understanding of cultural and global issues.

The presentation will first explain the context of the Global Understanding Program and provide some short illustrative examples of classroom activities. The pre- and post-course CQ surveys’ results will be given before the third stage of presenting the five conclusions drawn from the research. The presentation will detail what other professionals need to consider when building and measuring intercultural communication competences with their students.

 

Wang Lingbin is the director of international affairs at the Hangzhou Entel Foreign Language School (HEFLS), Zhejiang province. As the Global Understanding Program’s administrator, she brings international experience directly to her students through virtual communication links with students in five countries, including the USA, Poland, and Finland.


Investigating the impacts of integrating critical thinking through the EFL flipped classroom

Jiang Jing (蒋静), Newcastle University, UK

 

In Chinese EFL university classrooms, there are considerable difficulties and challenges for integrated CT in teachers’ instructions and students’ speaking practice. These problems vary from unbalanced time management and minimal practice opportunities to a lack of CT understanding. To overcome these hurdles, the flipped classroom, as an innovative pedagogy in technology-enhanced language learning, is a potential pedagogical approach because it brings active learning into the classroom.

This mixed-methods intervention research is one of the very first studies exploring the impacts of integrated CT instructions in EFL speaking skills through the flipped classrooms. Sixty participants will be involved in this research. A pretest-posttest design comprised of comparing-experimental design with video observation and interviews will be adopted to investigate how the integration of critical thinking instruction and activity in the flipped classroom impacts Chinese university EFL learners’ critical thinking and speaking skills.

 

Jiang Jing is a Ph.D. Candidate at Newcastle University, UK. She previously completed her MA in education at Newcastle University, where she focused on using the flipped classroom in English language teaching. Her research interests lie primarily in thinking skills in ELT, technology-enhanced language learning, and both quantitative and qualitative methods in educational research.


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