永不止步——体验新南威尔士大学的“学术支持”服务

提到“麻省”你肯定不会忘记“理工”二字,毕竟“麻省理工”(Massachusetts Institute of Technology)这所院校的名声实在太大,孕育了无数顶尖科学家。那你可知道“南半球的麻省理工”是哪所高校么?那就是澳大利亚的世界顶级研究学府——新南威尔士大学(The University of New South Wales)。作为“南半球的麻省理工”,新南威尔士大学拥有澳大利亚规模最大的工程学院。在澳大利亚公布的最具影响力的百强工程师名单中,近四分之一的上榜者毕业于新南威尔士大学。其下设的澳大利亚国防研究院更是因在国防发展方面研发了许多威力极大的高科技武器而被称为“战争学府”。当然,这所大学并不以“理工学院”自居,因为它的人文社科学院和商学院等也同样声名卓著,为澳大利亚培养了无数商业和法律精英。熟悉澳大利亚留学圈的人肯定听说过“澳洲八大”这一称呼,新南威尔士大学便位列其中,同时它也是三个国际著名研究型大学联盟组织环太平洋大学联盟(APRU)、全球科技大学联盟(GlobalTech)、Universitas21的成员大学之一。除了国防学院位于首都堪培拉,新南威尔士大学的主校区和其它分校区都位于澳洲最大的城市——悉尼。悉尼的美景与地标自不用说,国际大都市的资源为新南威尔士大学的学子们提供了获取知识的重要途径。对于初来乍到的留学生来说,这里不仅没有“大农村”式的地理位置,也无需担心学术能力一下子跟不上。新南威尔士大学为新生们提供了全面的学术支持服务,从如何完成课堂任务,如何提升学习效率,到更关键的如何写好一篇学术论文,都有团队协助你,下面我们就来观看今天的微课Never Stand Still - Experiencing Academic Support at UNSW。

教学微课 | 如何介绍公司发展?

在信息时代的背景下,传统与新兴企业在科技创新中不断取得突破与进步,而华为正代表中国企业立于世界科技的巨浪之巅。从智能手机的拍照功能向单反看齐,到引领业界的5G技术,再到美国近期的科技封锁及无理施压,此刻的华为吸引了全世界的目光。许多人不禁发出疑问,这家仅仅成立三十多年的中国企业是如何逐步占据公众的视野的?要想把华为的“崛起历程”讲清楚,恐怕一本书都装不下。有人说,华为善于把握机遇,早些年在深圳扎根,又利用市场优势取得了先机;还有人说,华为的“狼性文化”和轮值CEO制度让它在企业文化上更胜一筹,培养出了极具竞争力的团队。不管怎么说,一家企业的成功发展总是伴随着各种巧合与必然。商海如战场,决策的部署至关重要,一不小心,或许就会落入万丈深渊。以汽车市场为例,我们都知道美国曾被誉为“车轮上的国家”,早年凭借福特汽车的“流水线”生产技术成功地将本国的汽车行销全球,然而却在经济全球化和节能减排的潮流下失去优势,“汽车之城”底特律的衰败景象便是明证。与此同时,中国车企在自主创新的道路上正不断取得长足进步,积极响应“走出去”战略,攻城略地,扩展海外市场,最典型的例子就要数“麻雀变凤凰”——吉利汽车收购沃尔沃一案了。把吉利和华为放在一起,我们不难发现他们的发展有着不少的相似之处:同样在80年代创立,同样是民营企业,同样善于把握机遇,将本国的弱势产业做大做强,也同样在国际市场上遭受着种种的非议。虽然我们无法得知今后的发展形势,但回顾历史可以帮助我们吸取经验并展望未来。今天的微课,我们就借吉利收购为引子,以介绍公司发展为形式,看看沃尔沃这家百年车企的发展历程。

现代生活中的健康威胁

这几天,小编的base——魔都上海,凭借垃圾分类的新政,创造了一系列令人脑洞大开的热门话题:“侬是啥垃圾?”、“扔垃圾自由”、“小猪佩奇版垃圾分类指南”⋯⋯其中最让吃货们崩溃的,或许就是小龙虾和奶茶的“投放”姿势了。小龙虾的黄是什么垃圾?小龙虾的壳是什么垃圾?小龙虾的肉是什么垃圾?一杯珍珠奶茶的珍珠、奶茶、杯身和杯盖又该如何分类?在一次次的灵魂拷问下,吃货们的食欲恐怕受到了不小的影响。垃圾分类在我国实行已属较晚,“垃圾围城”的现象日益突出,已经成为了迫在眉睫的现实问题。特别是在外卖、快递当道的今天,生活垃圾的产出量更是惊人,不经过分类的垃圾经过填埋后造成了地下水污染,亦不断有报道称大量肉眼难辨的“微塑料”给海洋环境带来严重威胁……垃圾造成的环境危害正在给人类敲响警钟,若是不及时采取行动,“生活在垃圾堆里”或许就不再是妈妈喊我们整理房间时一句夸张的责难了。随着物质条件不断发展,现代生活给我们带来了极大的便利,但随之而来的代价不仅有层出不穷的环境问题,就连我们的健康也被垃圾“胁迫”,有研究人员发现全球一半人口以上体内带有“塑料微粒”,而这些微粒的源头正是被我们随手丢弃的垃圾,它们悄无声息地通过大气、饮用水对我们施加影响,再次侵入我们体内。除了以上提到的种种,现代生活中的健康威胁可谓是无处不在,不仅有相伴我们的环境污染,信息时代下“精神污染”的危害也不容小觑,那么下面让我们一起来谈谈 Modern Health Hazards。

练习 | VOA慢速: 美国年轻人自杀率上升

燕山大学 刘立军 编写TRANSCRIPTSuicide rates among young people in the United States have been on the rise for almost 10 years, with the sharpest increase found among girls. That information comes from a new study published in JAMA Network Open.The study found that suicides among girls aged 10 to 14 increased by about 13 percent each year between 2007 and 2016. Suicides among boys in the same age group rose by 7 percent per year.Donna Ruch is a researcher at Nationwide Children's Hospital in the state of Ohio. She was the report's lead writer. She said the research shows a "significant" increase in younger female rates of suicide.Ruch said she believes the bigger increase in deaths among girls is related to changes in the methods girls choose to try to kill themselves."Now they are using more lethal means," she said. "And that really concerns us."Suicide is the second leading cause of death among young people aged 10 to 19 in the United States.To take a closer look at suicide trends among the young, Ruch and her team examined nationwide data on suicides among people aged 10 to 19 from 1975 to 2016.The researchers identified 85,051 deaths among U.S. youth between those years. About 80 percent of them were boys.Rates of suicide in children aged 10 to 14 went down between 1993 and 2007. After that, they began to rise again, by 12.7 percent per year among girls and by 7.1 percent among boys.Similar trends were seen among people aged 15 to 19, with a decline until 2007, then yearly increases of 7.9 percent among girls and 3.5 percent among boys.Ruch and her team cannot explain the increases. But she said finding a reason is "an important next step."For now, she advises parents to know the warning signs that a child might be in danger: "Is the child making suicidal statements? Are they unhappy for longer periods of time? Are they withdrawing from friends and school activities?"If they are, Ruch said, "that's when you should start to consider taking your child to a mental health professional."Suicide expert Ian Rockett suggests that the numbers in the study actually underreport the number of girls who kill themselves."We know that females are more inclined to use drug intoxication as a method," said Rockett, a professor at West Virginia University in Morgantown and the University of Rochester Medical Center in New York."That's less likely to be picked up as a suicide," Rockett noted.Rockett believes that media may play a role in the rising rates of suicide among young people in general. He points to a soon-to-be-published paper he helped write that links the Netflix television series "13 Reasons Why" with increased suicide rates among both boys and girls."The association we found is actually stronger in females," he said. "And that should be a cause for concern related to exposure to mass media."I'm Ashley Thompson.Adapted from http://www.kekenet.com/broadcast/201906/587065.shtmlVOCABULARY1. lethal adj. causing or able to cause death 致命的;可致死的。(同) deadly, fatal 例如:a lethal dose of poison毒药的致死剂量a lethal weapon致命的武器The closure of the factory dealt a lethal blow to the town. 那家工厂的关闭对这座城镇是一个致命的打击。2. suicidal adj. people who are suicidal feel that they want to kill themselves 想自杀的;有自杀倾向的。例如:On bad days I even felt suicidal. 赶上不顺的日子,我都觉得不想活了。suicidal tendencies自杀倾向3. underreport v. 低估4. drug intoxication n. 药物中毒QUESTIONSRead the statements. Then listen to the news and check the true (√) or false (×) statements.1. Suicide rates among young people in the United States have been on the rise for almost 10 years, with the sharpest increase found among girls.2. The study found that suicides among girls aged 10 to 14 increased by about 14 percent each year between 2007 and 2016.3. Suicides among boys aged 10 to 14 rose by 7 percent per year.4. Ruch said she believes the bigger increase in deaths among girls is related to changes in the methods girls choose to try to kill themselves.5. Suicide is the first leading cause of death among young people aged 10 to 19 in the United States.6. Rates of suicide in children aged 10 to 14 went down between 1993 and 2007. After that, they began to rise again, by 12.7 percent per year among boys and by 7.1 percent among girls.7. Similar trends were seen among people aged 15 to 19, with a decline until 2007, then yearly increases of 7.9 percent among girls and 3.5 percent among boys.8. Rockett believes that media may play a role in the rising rates of suicide among young people in general.Adapted from http://www.kekenet.com/broadcast/201906/587065.shtmlKEYRead the statements. Then listen to the news and check the true (√) or false (×) statements.√1. Suicide rates among young people in the United States have been on the rise for almost 10 years, with the sharpest increase found among girls.×2. The study found that suicides among girls aged 10 to 14 increased by about 14 percent each year between 2007 and 2016. (正确表达) The study found that suicides among girls aged 10 to 14 increased by about 13 percent each year between 2007 and 2016.√3. Suicides among boys aged 10 to 14 rose by 7 percent per year.√4. Ruch said she believes the bigger increase in deaths among girls is related to changes in the methods girls choose to try to kill themselves.×5. Suicide is the first leading cause of death among young people aged 10 to 19 in the United States. (正确表达) Suicide is the second leading cause of death among young people aged 10 to 19 in the United States.×6. Rates of suicide in children aged 10 to 14 went down between 1993 and 2007. After that, they began to rise again, by 12.7 percent per year among boys and by 7.1 percent among girls. (正确表达) Rates of suicide in children aged 10 to 14 went down between 1993 and 2007. After that, they began to rise again, by 12.7 percent per year among girls and by 7.1 percent among boys.√7. Similar trends were seen among people aged 15 to 19, with a decline until 2007, then yearly increases of 7.9 percent among girls and 3.5 percent among boys.√8. Rockett believes that media may play a role in the rising rates of suicide among young people in general.

练习 | 时代周刊:经常戴耳机会损害孩子的听力吗

燕山大学 刘立军 编写TRANSCRIPTWill earbuds ruin my child's hearing?About 20% of children have permanent hearing loss caused mostly by exposure to loud noise, according to the Hearing Health Foundation.Still, "listening to music with earbuds is not a major cause of hearing loss," says Dr. Robert Dobie, a clinical professor of otolaryngology at the University of Texas Health Science Center at San Antonio.Instead, other common exposures to loud noise are much more likely to hurt your child's ears, he says."A lot more kids lose hearing from recreational shooting or hunting than from loud music," Dobie says.That's not to say earbuds are always safe.Playing music loudly - especially to block out background noise - can damage hearing.If children hear ringing in their ears when they pull out their buds, or if the world sounds a little muffled, that's a sure sign they need to turn down the volume.But as long as the buds stay at a reasonable volume, Dobie says, "there's not much evidence that they offer any unique risks."Adapted from http://www.kekenet.com/Article/201905/586673.shtmlVOCABULARY1. permanent adj. lasting for a long time or for all time in the future; existing all the time 永久的;永恒的;长久的。(同义词) impermanent, temporary例如:a permanent job固定工作permanent staff固定职工They are now living together on a permanent basis. 他们现在决定长期同住。The accident has not done any permanent damage. 那场事故没有造成什么永久性损伤。a permanent fixture (= a person or an object that is always in a particular place) 固定于某处的人员 / 东西2. muffled adj. (of sounds 声音) not heard clearly because sth. is in the way that stops the sound from travelling easily 沉闷的;压抑的;模糊不清的。例如:muffled voices from the next room从隔壁房间里传来的沉闷声音QUESTIONSRead the passage. Then listen to the news and fill in the blanks with the information (words, phrases or sentences) you hear.Will earbuds ruin my child's hearing?About 20% of children have (Q1) _______________________ hearing loss caused mostly by (Q2) ___________________ to loud noise, according to the Hearing Health Foundation.Still, "listening to music with (Q3) _______________________ is not a major cause of hearing loss," says Dr. Robert Dobie, a (Q4) ________________________ professor of otolaryngology at the University of Texas Health Science Center at San Antonio.Instead, other common exposures to (Q5) __________________ are much more likely to hurt your child's ears, he says."A lot more kids lose hearing from (Q6) __________________or hunting than from loud music," Dobie says.That's not to say earbuds are always (Q7) _______________.Playing music loudly - especially to block out background noise - can (Q8) ____________ hearing.If children hear ringing in their ears when they pull out their buds, or if the world sounds a little muffled, that's a sure sign they need to (Q9) ___________________ the volume.But as long as the buds stay at a (Q10) _________________________ volume, Dobie says, "there's not much evidence that they offer any unique risks."KEYRead the passage. Then listen to the news and fill in the blanks with the information (words, phrases or sentences) you hear.Will earbuds ruin my child's hearing?About 20% of children have (Q1) permanent hearing loss caused mostly by (Q2) exposure to loud noise, according to the Hearing Health Foundation.Still, "listening to music with (Q3) earbuds is not a major cause of hearing loss," says Dr. Robert Dobie, a (Q4) clinical professor of otolaryngology at the University of Texas Health Science Center at San Antonio.Instead, other common exposures to (Q5) loud noise are much more likely to hurt your child's ears, he says."A lot more kids lose hearing from (Q6) recreational shooting or hunting than from loud music," Dobie says.That's not to say earbuds are always (Q7) safe.Playing music loudly - especially to block out background noise - can (Q8) damage hearing.If children hear ringing in their ears when they pull out their buds, or if the world sounds a little muffled, that's a sure sign they need to (Q9) turn down the volume.But as long as the buds stay at a (Q10) reasonable volume, Dobie says, "there's not much evidence that they offer any unique risks."

练习 | 时代周刊:为什么孩子比大人更容易掌握一门语言

燕山大学 刘立军 编写TRANSCRIPTWhy kids learn languages more easily than you doBy Jamie DucharmeLEARNING A SECOND LANGUAGE IS TRICKY AT ANY age (and it only gets tougher the longer you wait to crack open that dusty French book).Now, in a new study, scientists have pinpointed the exact age at which your chances of reaching fluency in a second language seem to plummet: 10.The study, published in the journal Cognition, found that it's "nearly impossible" for language learners to reach native-level fluency if they start learning a second language after 10.But that doesn't seem to be because language skills go downhill.It turns out you're still learning fast," says study co-author Joshua Hartshorne, an assistant professor of psychology at Boston College."It's just that you run out of time, because your ability to learn starts dropping at around 17 or 18 years old."People who start a few years after age 10 may still become quite good at a language, the authors say, but they are unlikely to become fluent.Kids may be better than adults at learning new languages for many reasons.Children’s brains are more plastic than those of adults, meaning they’re better able to adapt and respond to new information. “All learning involves the brain changing,” Hartshorne says, “and children’s brains seem to be a lot more adept at changing.”Kids may also be more willing to try new things (and to potentially look foolish in the process) than adults are. Their comparatively new grasp on their native tongue may also be advantageous.Unlike adults, who tend to default to the rules and patterns of their first language, kids may be able to approach a new one with a blank slate.These findings may seem discouraging, but it was heartening for scientists to learn that the critical period for fluent language acquisition might be longer than they previously thought.Some scientists believed that the brief window closes shortly after birth, while others stretched it only to early adolescence.Compared to those estimates, 17 or 18 - when language learning ability starts to drop off - seems relatively old.FOR THE STUDY, the researchers created an online quiz promising to guess people's native language, dialect and home country based on their responses to English grammar questions.At the end of the quiz, people entered their actual native language, if and when they had learned any others and where they had lived.The quiz went viral: almost 670,000 people took it, giving the researchers huge amounts of data from English speakers of many ages and backgrounds.Analyzing the responses and grammar mistakes allowed them to draw unusually precise conclusions about language learning.The findings also offer insights for adults hoping to pick up a new tongue.People fared better when they learned by immersion, rather than simply in a classroom.And moving to a place where your desired language is spoken is the best way to learn as an adult, says Hartshorne.If that's not an option, you can mimic an immersive environment by finding ways to have conversations with native speakers in their own communities, Hartshorne says.By doing so, it's possible to become conversationally proficient - even without the advantage of a child's brain.Adapted from http://www.kekenet.com/Article/201905/586582.shtmlVOCABULARY1. plummet v. (单独使用的动词) to fall suddenly and quickly from a high level or position 暴跌;速降 (同) plunge 例如:Share prices plummeted to an all-time low. 股票价格暴跌到历史最低点。Her spirits plummeted at the thought of meeting him again. 一想到又要见到他,她的心情便直往下沉。The jet plummeted into a row of houses. 那架喷气式飞机一头栽进一排房子里。2. adept adj. adept (at / in sth.) | adept (at / in doing sth.) good at doing sth. that is quite difficult 内行的;熟练的;擅长的QUESTIONSListen to the news and choose the best answer to each question you hear.(Q1) Kids may be better than adults at learning new languages for many reasons. Which of the following statements is TRUE?(A) Children are not better able to adapt and respond to new information.(B) Kids are more willing to try new things.(C) Kids are more intelligent than adults.(D) Kids are more diligent than adults.(Q2) What’s the best way to learn a language as an adult?(A) Moving to a place where your desired language is spoken.(B) In a language classroom.(C) Finding ways to have conversations with native speakers.(D) Listening to the news.KEY(Q1) B。细节题。命题出处:Kids may be better than adults at learning new languages for many reasons. Children’s brains are more plastic than those of adults, meaning they’re better able to adapt and respond to new information. “All learning involves the brain changing,” Hartshorne says, “and children’s brains seem to be a lot more adept at changing.” Kids may also be more willing to try new things (and to potentially look foolish in the process) than adults are. Their comparatively new grasp on their native tongue may also be advantageous. Unlike adults, who tend to default to the rules and patterns of their first language, kids may be able to approach a new one with a blank slate.(Q2) A。细节题。命题出处:And moving to a place where your desired language is spoken is the best way to learn as an adult, says Hartshorne. If that's not an option, you can mimic an immersive environment by finding ways to have conversations with native speakers in their own communities, Hartshorne says. By doing so, it's possible to become conversationally proficient - even without the advantage of a child's brain.

第九届教学大赛英语专业组二等奖郭漫授课

授课点评:郭漫老师比较突出的优点有两个,一是对整个单元的安排讲述得比多数选手清楚,二是讲课中体现出较好的教师基本素质。根据本次全国决赛的规则,参赛选手须对整个单元的教学安排作出陈述,还要讲明本次授课在整个单元教学中的位置。郭漫老师首先讲了对整个单元的时间分配为10学时。我曾在颁奖典礼的总评中说这个时间分配显得过于随意。会后我得知有老师在作教学设计时曾查看过原教材,发现整套教材一共就只有8个单元,这应该是供一个学期使用的。那么,一个单元用两周10学时,是合理的,对这个单元10个课时的切分,也是恰当的。整个的陈述,总共只用了两分多钟的时间,体现出她对整个单元的宏观把控能力较强,能使人比较清楚地了解她本次授课在单元教学中的位置。郭漫老师在授课中表现出好教师的一些潜质。她规范标准的语音语调,流畅而恰当的语速,较强的亲和力,得体的教态,对各教学环节的时间安排以及调动学生参与互动的能力,都给评委留下很好的印象。她在授课之初(3′-3′08″)提出的问题How would you share a book that brings you great pleasure?不仅直截了当地导入了本次授课的中心内容,而且能让学生有较强的参与感,因为学生需回答“I would…”。在介绍书评写作的步骤时,郭漫老师循循善诱、步步深入。如8′20″-8′49″时的Step 1 factsimpersonal, objective。和10′07″-10′36″时的Step 2 opinionpersonal, subjective。在这几个时间段,她主要使用板书,让学生感到是自己的想法变成了文字,不仅参与感强了,而且还会有成就感。如果我们不看教材,仅从郭漫老师的授课来看,教学中有讲解,有启发,有互动,有问题,有练习,有拓展,这堂课应该算是非常成功的。但是,如果仔细阅读教材,我们就会发现郭漫老师的授课有两个失误。第一,这篇课文本身就是一篇书评,前面四段是书评作者在读了Wendy Lesser的与书评同名的书Why I Read后的有感而发,而且每一段都与原书有关联。从第5段末尾开始,书评作者就明确地介绍了作者及其背景。而郭漫老师把第6段作为书评的introduction,且在回答评委的第二个问题时也认为从第6段开始才有点像个书评(more like a book review),也不知道这篇课文来自何处。很显然,郭漫老师在三周左右的准备时间里没能认真细读和理解这篇课文。其二,郭漫老师把书评作者和Lesser混为一谈,在授课中多次说“book review written by Lesser”一类的话。正是基于这两个失误,郭漫老师才根据单元总体设计安排了这次课,目的是教学生如何写书评。她把第6段中的prologue拿出来,望文生义地认为这一段可以是书评的Step 1, Introduction。但她在这段中又找不到能满足她提出的name, theme, impact三个要素,便找了一个与课文不相干的句子来用(It is one of the feminist paradoxes that influence history)。在其后的三个Steps中,也有类似的问题。点评专家:李力教授

第九届教学大赛商务英语专业组二等奖申慧丽授课

授课点评:申慧丽老师的授课设计合理,首先用了约3分钟时间扼要介绍了整个单元的授课计划、教学目的和教学过程,并指出重点在于提高学生的思辨能力。为本节课设定了三个教学目标:(1)使学生掌握课文的主旨和结构,(2)进一步知晓产业链,(3)了解儒家学说是如何应用于商业的。申老师用了约2分钟时间导入,通过讲述和提问,使学生对晋商有了一个大概的了解;用了约2分钟的时间讲解了常氏的崛起,通过引导学生关注一系列表示时间的词语,使学生较好地了解了常氏家族企业的发轫、演变和发展;用了2分多钟时间引导学生了解了常氏家族企业的商业特征,即茶叶国际贸易和初期的金融业务;用了约9分钟时间阐述常氏家族的商业原则,即坚守儒家的行为规范,秉持节俭、诚信、慈善、重教的传统。申老师把课文分成三部分,在分段解读的同时,又试图把课堂活动分成导入、整体阅读、细读和反思四个步骤。总体上,申老师较好地实现了预设的两个教学目标,即“使学生掌握课文的主旨和结构,以及了解儒家学说是如何应用于商业的”。至于另一个教学目标,即“进一步知晓产业链”,由于在讲课过程中“industry chain”被替换成了“division of labor”,该目标的实现程度可能会打折扣。申老师讲课时精神饱满,富有激情,师生之间的互动较多。申老师用一系列问题启发学生思考,当学生回答有困难时能给予适当的提示和鼓励,颇有“引而不发,跃如也”的意境。另外,申老师能熟练运用文稿演示软件,运用文本、静图、音频、视频、画面组合等手段,有效地辅助了教学。美中不足的是,申老师没有把掌握词汇列为教学目标,虽然讲解了前缀“extra-”,但是总体上对词汇教学重视不够。点评专家:叶兴国教授

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为帮助广大外语教师提升论文写作与项目申报能力,特邀外语教育领域核心期刊主编、国家社科基金与教育部人文社科基金项目评审、学术带头人等专家担任主讲嘉宾,召开“科研论文写作与项目申报高级研修班”。研修课程将涵盖科研选题、研究设计论证、研究方法、科研论文写作与投稿、项目申报方法等内容,以期帮助高校外语教师掌握有效的科研方法,助力科研之路。

聚焦有效教学,打造一流金课

当下,“金课”和“水课”已成为高等教育领域的两大热词,受到社会各界广泛关注。本期研修班聚焦高校英语学科教学现状及新时代教学改革要求,围绕有效教学及“金课”打造,邀请国内外语教学研究领域顶尖专家、资深名师就优质课程建设、教学质量提升、教学设计优化、教学能力培养等重点问题进行深度剖析和探讨。主要课程包括:1.信息化背景下高质量大学英语课程建设与教学设计;2.基于“金课”理念的大学英语综合课单元设计;3.大学学术英语“金课”建设的探索与实践。

信息技术与外语教学的融合

本期研修班拟邀请国内知名专家,结合外语教育理论与丰富案例,解析教育信息化背景下外语学习、教学和管理的多模态发展趋势;探讨微课、混合式教学等创新教学模式的设计和开发问题,同时就外语教师的数据素养培养及信息工具应用等难点热点进行案例分析和示范讲授。论坛旨在促进外语教师信息化教学能力的提升和教师专业发展,推动信息技术与外语教育的深度融合以及优质教学资源的共建共享。主要课程包括:1.线上线下混合式“金课”建设理念与教学模式探讨;2.学术英语阅读的“智慧备课”;3.学术英语写作的“混合课堂”;4.在英语教学中融合技术的原则和途径;5.信息技术在教学设计中的运用--数据驱动教学决策和雨课堂技术。

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