关键词： “一带一路”   “中文+职业技能”   国际汉语教学  

摘要： 响应“一带一路”建设号召,积极开展“中文+职业技能”导向高职国际汉语教学实践与研究,有利于促进高职院校国际汉语教学发展、推动国际汉语教学的学科建设;服务“走出去”企业,培养高水平国际人才;推动“一带一路”建设高质量发展;讲好中国文化故事,促进汉语国际传播。本文从“一带一路”背景出发,梳理“中文+职业技能”导向下高职国际汉语教学的发展现状及所面临的挑战,围绕教学标准的制定、教学资源体系的打造、师资团队的建设、考评形式的多样化发展、语言学习与技能学习的融合等方面提出推进措施。

关键词： 互联网+平台   多种教学方法   系统运用   生物化学  

摘要： 目的:探索互联网+背景下多种教学方法系统运用的教学策略。方法:从分析多种教学方法的特点和构成要素出发,结合生物化学课程的教学特点,依托互联网+教学平台在生物化学课程中开展多种教学方法系统运用的实证研究。结果:试验组期末考试成绩明显优于对照组(P<0.05),其案例分析、名词解释和单选题的得分情况上明显优于对照组(P<0.05);试验组分析解决问题能力、逻辑推导能力和团队协作能力等获得提升。结论:与传统的LBL为主的教学方法相比,基于互联网+平台开展多种教学方法的系统运用有利于培养学生的综合学习能力,提升生物化学的教学效果。

关键词： 移动学习   翻转课堂   ARCS模型   学习动机   教学设计  

摘要： 移动教学的发展为翻转课堂的高效实施提供更多途径。然而,移动平台在提供学习便利的同时也产生对学习的干扰因素。因而,除了关注移动学习的外部环境因素之外,还应该重视学习动机这一内因,以提升移动学习模式的翻转课堂的效果。学习动机是在综合考虑学习者兴趣、目的、价值和期望的基础上,确保其持续学习的一种内部意愿,是促进学生深入学习的直接驱动力。为了激发和管理学生的学习动机,将包含注意力、相关性、信心和满意度四因素的ARCS动机模型用于移动学习模式的翻转课堂的教学设计,以功能材料课程超导体的基本性质的教学设计为例,旨在探索移动模式的翻转课堂在课前、课中和课后环节激发和培养学生学习动机的手段和策略。

关键词： “一带一路”   对外汉语教学   跨文化交际  

摘要： 在全球一体化进程的推动下,中国与世界各国之间的文化交流越来越频繁,中文教育与文化交流也越来越活跃。中国和西方的不同文化背景给对外汉语教学跨文化传播带来了很大困难。在“一带一路”的背景下,要正视中西文化的不同,厘清中西文化交流的障碍,提高中西文化交流的水平,通过建立和谐的、多元的、跨文化传播,提高对外汉语教学效率。

关键词： “一边VP1,一边VP2”   语序   偏误分析  

摘要： “一边VP1,一边VP2”句式在对外汉语教学时偏误率较高。研究发现,句式中的VP1和VP2在一定条件下可以互换,但是大多数VP1和VP2都不可互换。本文结合语料对学生会出现的偏误进行了归类和原因探究,并提出了教学建议,旨在对汉语作为第二语言教学的过程中“一边VP1,一边VP2”的教学提供一定的帮助。

摘要： BACKGROUND: Recent USDA Economic Research Service Population Survey cites a stabilization of food insecurity overall in the USA between 2019 and 2020, but Black, Hispanic, and all households with children cited increases - underscoring that the COVID-19 pandemic caused severe disruptions to food insecurity for historically disenfranchised populations. AIM: Describe lessons learned, considerations, and recommendations from the experience of a community teaching kitchen (CTK) in addressing food insecurity and chronic disease management among patients during the COVID-19 pandemic. SETTING: The Providence CTK is co-located at Providence Milwaukie Hospital in Portland, Oregon. PARTICIPANTS: Providence CTK serves patients who report a higher prevalence of food insecurity and multiple chronic conditions. PROGRAM DESCRIPTION: Providence CTK has five components: chronic disease self-management education, culinary nutrition education, patient navigation, a medical referral-based food pantry (Family Market), and an immersive training environment. PROGRAM EVALUATION: CTK staff highlight that they provided food and education support when it was needed most, leveraged existing partnerships and staffing to sustain operations and Family Market accessibility, shifted delivery of educational services based-on billing and virtual service considerations, and repurposed roles to support evolving needs. DISCUSSION: The Providence CTK case study provides a blueprint for how healthcare organizations could design a model of culinary nutrition education that is immersive, empowering, and inclusive.

关键词： Christian values in non-denominational RE   Lutheran heriatge in Swedish RE   Critical perspective on dichotomization between denominational and non-denominational RE  

摘要： This article discusses whether there is a contradiction in prescribing a religious, more specifically a Christian, tradition as the ethical basis for a teaching that is prescribed to be non-denominational. In the Swedish curriculum, the ethics borne by a Christian tradition and Western humanism are used as a platform for the school's teaching at the same time as this is not allowed to be of a denominational nature. It has been argued that there is an incompatibility or even an adversarial contradiction here, which must be eliminated by dethroning and removing either of the two poles. The article analyzes such a stance, and it is argued that such a position, indicating general claims, can be said to rest on a weak argumentative base. A critical and complex interpretation of the concepts of non-denominational and denominational teaching, and of intensional and extensional references associated with them, can open up for a less dichotomous positioning.